Psychology students’ perception of and engagement with feedback as a function of year of study

Nadia Ali, Sarah Rose, Lubna Ahmed

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

Undergraduate students’ perception of feedback and level of engagement with the feedback they receive have gained increasing attention in the educational literature recently to identify areas which require educators’ attention. However, research in this area has generally been based on limited self-selecting samples, and has not considered how students’ relationship with feedback may alter depending on their year of study. To address this, a survey measuring students’ views and practices regarding feedback was completed at a higher education institution by 447 first-, second- and third-year psychology students, representing 77% of the cohort. Findings revealed that third years responded more negatively in both areas than their first- and second-year counterparts, whose ratings on these aspects themselves were far from optimal. These findings highlight the need for early interventions to improve students’ perception of and engagement with feedback in the earlier years, and to prevent the recorded deterioration later on in the degree course.

Original languageEnglish
Pages (from-to)574-586
Number of pages13
JournalAssessment and Evaluation in Higher Education
Volume40
Issue number4
Early online date22 Jul 2014
DOIs
Publication statusPublished - 2015

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Psychology students’ perception of and engagement with feedback as a function of year of study. / Ali, Nadia; Rose, Sarah; Ahmed, Lubna.

In: Assessment and Evaluation in Higher Education, Vol. 40, No. 4, 2015, p. 574-586.

Research output: Contribution to journalArticle

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