Feedback on feedback practice: perceptions of students and academics

Abstract

While feedback is widely considered central to student learning, students across the higher education sector commonly report dissatisfaction with the feedback they receive. In contrast, academics often feel they provide quality and informative feedback. This article explores and compares the perceptions of students and academics with regard to feedback practice. The paper presents the results of questionnaire surveys conducted with academics and students at the School of the Built Environment, Liverpool John Moores University. It highlights the perceptions of academics and students with regard to preferences for different types of feedback, timeliness of feedback, students’ engagement and interest in feedback, quality feedback and satisfaction with current practice. The findings indicate a significant discord between staff and students in relation to certain aspects of feedback practice, namely opinions on students’ engagement and interest in feedback, satisfaction with current practice and feedback preference. Similarities in viewpoints were also found in relation to quality feedback.

Keywords:

• academic and student perceptions
• feedback
• higher education
• teaching and learning

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Emma Mulliner is a senior lecturer in Real Estate within the School of the Built Environment, Liverpool John Moores University, UK. Her research interests include teaching, learning and assessment in higher education.

Matthew Tucker is the programme leader for the Building Surveying and Facilities Management programmes in the School of the Built Environment, Liverpool John Moores University, UK. His research interests include teaching, learning and assessment in higher education.