Do students value feedback? Student perceptions of tutors’ written responses
Do students value feedback? Student perceptions of tutors’ written responses
复制标题
学生重视学生对导师书面答复的看法吗？
DOI：
10.1080/02602930500353061
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发表时间：
2006
影响因子：
4.4
通讯作者：
M. Weaver
中科院分区：
文献类型：
--
作者：
M. Weaver
对学生的反馈是一个研究不足的领域，几乎没有发表过关注学生感知的实证研究。这项研究探索了学生对书面反馈的看法，并检查了收到的反馈是否表明了一种以学生为中心的学习方法。本研究采用定性和定量相结合的研究方法，对44名商科和艺术设计专业的学生进行了问卷调查。学生的反应表明反馈是有价值的，但认为导师的意见可能更有帮助。调查结果表明，学生可能需要在理解和使用反馈方面的建议才能参与其中。对反馈样本和学生反馈的内容分析发现，反馈被认为无助于改善学习的四个主要主题：过于笼统或含糊的评论，缺乏指导，集中于负面的，或与评估标准无关的评论。有人建议，通过注重写作所传达的信息，在评估标准和学习结果的背景下提供反馈，并确保反馈的及时性，教师可以极大地提高反馈的价值。
The topic of feedback to students is an under‐researched area, and there has been little empirical research published which focuses on student perceptions. This study explores student perceptions of written feedback and examines whether feedback received demonstrated a student‐centred approach to learning. A multi‐method approach of qualitative and quantitative data collection and analysis was used to survey 44 students in the faculties of Business and Art & Design. Student responses show feedback is valued, but believed tutor comments could be more helpful. Survey results indicate that students may need advice on understanding and using feedback before they can engage with it. Content analysis of feedback samples and student responses uncovered four main themes of feedback considered unhelpful to improve learning: comments which were too general or vague, lacked guidance, focused on the negative, or were unrelated to assessment criteria. It is suggested that by focusing on messages conveyed by their writing, providing feedback set in the context of assessment criteria and learning outcomes, and by ensuring that it is timely, tutors could greatly improve the value of feedback.