Students' views on feedback: insights into conceptions of effectiveness, areas of dissatisfaction and emotional consequences

Abstract

The importance of feedback to academic performance and the role it plays in improving students’ knowledge and understanding of their own learning is widely acknowledged. Despite this, there remain many issues surrounding provision and receipt of feedback, some of which are investigated within this study. In depth interviews with a small group of students were held to gain insight into conceptions of effective feedback, to explore emotional reactions to receiving feedback and to consider aspects of communication and interactions between staff and students. Narratives revealed potential for raised anxiety levels, particularly in light of generic feedback - an aspect which is often under-represented in the literature.