Post-Graduate students’
perceptions of feedback
 Dr Helen Boulton
Nottingham Trent University.
 Dr Alison Hramiak
Sheffield Hallam University.
For today...
 Overview of the research.
 What we did and why we did it.
 What we found.
 What it might mean for future students and tutors.
 Discussions.
Overview of the research
 Exploring the perceptions and uses of feedback by PG
professional studies students.
 Participants from 2 HEIs including students and tutors
as part of the data collection.
 Looking to the future then to improve things for
students if required.
What we did and why we did it
 Questionnaire to students on their experiences of
feedback at this (PG) level of study. Response n=201.
 Questions to tutors. Response n=13.
 Explored views and analysed findings.
 Collaborative approach, across 2 HEIs. A (relatively)
small scale evaluative case study – interpretivist and
collaborative.
 Explore whether we could improve our students’
experience and expectations.
Theoretical grounding
 Aligned with work of Nicol and Macfarlane-Dick on
principles of feedback – most closely with principle 2
 Issues of professional identity – does this matter? Does
being a post graduate give you status that you feel you
must live up to?
 Issues of feedback - do PGs know more by this stage
and are they better equipped to utilise their knowledge
in this area to improve?
7 Principles of Good Feedback Practice
(Nicol and Macfarlane-Dick
1.
2.
3.
4.
5.
6.
7.
Facilitates the development of self-assessment (reflection) in
learning.
Encourages teacher and peer dialogue around learning.
Helps clarify what good performance is (goals, criteria,
expected standards).
Provides opportunities to close the gap between current and
desired performance.
Delivers high quality information to students about their
learning.
Encourages positive motivational beliefs and self-esteem .
Provides information to teachers that can be used to help
shape the teaching.
(Back)
The Data
 Approximately 200 returned questionnaires from
PGCE students across the two institutions – various
subjects ranging from ICT to RE. Mostly closed
questions for quantitative data.
 13 returned open questionnaires from PG tutors.
 Some more detailed data from one group of students
on their assessments and use of feedback to improve
work/grades.
What we found: a new world?
 81% of students found their feedback useful.
 66% said that it had improved their work.
 10% said it had not.
What we found
 Written feedback was deemed to be the most common
type (50% received it in this way).
 Written feedback was the most helpful in providing
targets for development.
 It was also the most common type to be ignored when
using it to inform their next piece of work.
 Thus written feedback seems to be the most
commonly given and the most commonly ignored!
Percentage of type of feedback given compaired to total feedback received (for Q1)
100%
90%
Other
80%
70%
Tutorial
60%
Audio
50%
Written Group (Generic group feedback)
40%
Written Individual
30%
Verbal Group
20%
Verbal 1:1
10%
0%
SHU
NTU
BOTH
Q2 Feedback that was found to be the least useful
(for those who answered N to Q2)
100%
90%
Other
80%
Tutorial
70%
Audio
60%
50%
Written Group (Generic group
feedback)
40%
Written Individual
30%
Verbal Group
20%
Verbal 1:1
10%
0%
SHU
NTU
BOTH
What did tutors think?
 100% said they thought their students used feedback
to improve work.
 33% said that informal F2F/verbal feedback was
preferred by students.
 Details of how feedback was used were given, such as
improving academic writing and referencing.
 40% of tutors also commented negatively saying that
students did not always listen or understand feedback
and its importance to their work.
What it might mean for future
students and tutors
 Rethinking of course structure and assessments.
 Getting more information at the start of a programme
of study about how they have previously been assessed
and fed back to and which type they find most useful.
 Learn to assume less even for this level of student – as
one tutor commented students consistently ignored
her feedback until they were referred!
Discussions
 If students mostly ignore written feedback should we
explore other types – but ask them first.
 Audio – has issues...
 Online/electronic – just written but virtually accessible
and therefore more convenient?
 Verbal – but won’t they have to take notes?
Discussions
 Is it about setting expectations?
 Right from the start – do we set out what they are
going to get and make sure they are aware of all the
different types of feedback they will get
 And make sure they know how best to make best use
of it...
Any questions?
 Dr Helen Boulton – helen.boulton@ntu.ac.uk
 Dr Alison Hramiak – a.hramiak@shu.ac.uk
References
 Gardner, J. (Ed.). (2006). Assessment and Learning.
London: Sage Publications.
 Nicol, D., & Macfarlane-Dick, D. (2006). Formative
assessment and self-regulated learning: a model and
seven principles of good feedback practice. Studies in
Higher Education, 31(2), 199-218.
 Tobbell, J. (2010). Exploring practice and participation
in transition to post-graduate social science study.
York: Higher Education Academy.