What do students want most from written feedback information? Distinguishing necessities from luxuries using a budgeting methodology


Feedback is a key concern for higher education practitioners, yet there is little evidence concerning the aspects of assessment feedback information that higher education students prioritise when their lecturers’ time and resources are stretched. One recent study found that in such circumstances, students actually perceive feedback information itself as a luxury rather than a necessity. We first re-examined that finding by asking undergraduates to ‘purchase’ characteristics to create the ideal lecturer, using budgets of differing sizes to distinguish necessities from luxuries. Contrary to the earlier research, students in fact considered good feedback information the single biggest necessity for lecturers to demonstrate. In a second study we used the same method to examine the characteristics of feedback information that students value most. Here, the most important perceived necessity was guidance on improvement of skills. In both studies, students’ priorities were influenced by their individual approaches to learning. These findings permit a more pragmatic approach to building student satisfaction in spite of growing expectations and demands.

Publication DOI: https://doi.org/10.1080/02602938.2015.1075956
Divisions: College of Health & Life Sciences
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Assessment and evaluation in Higher Education on 20/8/15 available online: http://www.tandfonline.com/10.1080/02602938.2015.1075956 Funding: Higher Education Academy (Grant GEN1024)
Uncontrolled Keywords: approaches to learning,feedback,student preferences,teacher characteristics,Education
Publication ISSN: 1469-297X
Last Modified: 03 Jun 2024 07:18
Date Deposited: 03 Aug 2015 10:35
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Related URLs: http://www.scop ... tnerID=8YFLogxK (Scopus URL)
PURE Output Type: Article
Published Date: 2016
Published Online Date: 2015-08-20
Accepted Date: 2015-08-01
Authors: Winstone, Naomi E.
Nash, Robert A. (ORCID Profile 0000-0002-2284-2001)
Rowntree, James
Menezes, Richard



Version: Accepted Version

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