Feelings about feedback: Differing perceptions among teachers and students in a university preparation program in Australia.
Paper
Parkes, Frey, Chang, Heejin, Dowden, Tony, Getenet, Seyum, Leach, Tania, J-F and Luetz, Johannes M.. 2023. "Feelings about feedback: Differing perceptions among teachers and students in a university preparation program in Australia." Australian Association for Research in Education (AARE) 2023 Annual Conference. Melbourne, Australia 27 Nov - 01 Dec 2023 Australia.
| Paper/Presentation Title | Feelings about feedback: Differing perceptions among teachers and students in a university preparation program in Australia. |
|---|---|
| Presentation Type | Paper |
| Authors | Parkes, Frey, Chang, Heejin, Dowden, Tony, Getenet, Seyum, Leach, Tania, J-F and Luetz, Johannes M. |
| Year | 2023 |
| Place of Publication | Australia |
| Web Address (URL) of Conference Proceedings | https://www.aare.edu.au/events/previous-aare-conferences/ |
| Conference/Event | Australian Association for Research in Education (AARE) 2023 Annual Conference |
| Event Details | Australian Association for Research in Education (AARE) 2023 Annual Conference Parent Australian Association for Research in Education (AARE) Delivery In person Event Date 27 Nov 2023 to end of 01 Dec 2023 Event Location Melbourne, Australia Event Venue Melbourne University |
| Abstract | The provision of written feedback on assessment in higher education is a key element of quality teaching. Effective written feedback has the potential to enable students to significantly improve their academic performance. However, differing perceptions about written feedback – especially by individuals from diverse backgrounds – can erode its efficacy. Teachers often believe they provide high quality written feedback, but students regularly report dissatisfaction with the feedback they receive. This paper draws on qualitative research conducted in a preparatory program for university studies attached to a regional university in Australia, with the intention of eliciting the emotions that students and their teachers experience about written feedback on assessment. The preparatory program taught recently graduated high school students the foundations of academic writing, reading and critical thinking skills. Typical assessments focussed on essay planning, paragraph writing and, finally, submitting a full essay with appropriate academic referencing. The instrument for data collection was semi-structured interviews in focus-groups, which allowed a diversity of voices to be heard. The paper found that students’ naïve understandings about feedback and anxiety attached to assessment impaired their ability to associate current performance with future improvement. Although the teachers were caring and provided adequate feedback, the students generally failed to discern that their teachers wanted to help them. |
| Keywords | feedback, pathways students, assessment |
| Contains Sensitive Content | Does not contain sensitive content |
| ANZSRC Field of Research 2020 | 399999. Other education not elsewhere classified |
| Public Notes | There are no files associated with this item. |
| Byline Affiliations | UniSQ College (Pathways) |
| UniSQ College (English Language) | |
| School of Education | |
| No affiliation | |
| Alphacrucis University College, Australia |
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