Undergraduate student responses to feedback: expectations and experiences
Undergraduate student responses to feedback: expectations and experiences
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本科生对反馈的反应：期望和经验
DOI：
10.1080/03075079.2015.1007944
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发表时间：
2016
影响因子：
4.2
通讯作者：
Katherine Attree
中科院分区：
文献类型：
--
作者：
Felicity Small;Katherine Attree
本研究是对大学一、二年级学生反馈体验的质的探索，特别关注他们的期望和感受。这些数据(n = 46)来自一年级或二年级的内部和远程学习学生，他们的社会经济地位较低，是家庭中第一个参加的学生。结果表明，学生期望反馈能为未来的评估提供参考，并提供足够的解释来帮助他们提高。此外，学生在使用反馈方面也很老练，因为一些学生变得更加自我反省，使用反馈规则将他们的评估与学术评论进行比较。本研究的结论是，学生欣赏清晰的、有教育意义的反馈，他们重视学者的批判性意见，但仍然存在权力失衡的问题，如果反馈需要澄清，学生可能仍然不愿与学者联系。
This research is a qualitative exploration of first and second year university students’ experiences of feedback, specifically focused on their expectations and feelings. The data (n = 46) were collected from internal and distance-learning students in their first or second year, who are of lower socio-economic status and first in family to attend. The results suggest that students expect feedback to inform future assessments and provide sufficient explanation to help them improve. Moreover, students are also sophisticated in their use of feedback as some become more self-reflective learners using feedback rubrics to compare their assessment with the academic comments. The conclusions of this research are that students appreciate feedback when it is clear and instructive, they value the critical opinion of academics, but there are still issues of power imbalance as students may still be unwilling to contact academics if the feedback requires clarification.