SAP Project Report
Examining students’ perceptions and future use of feedback and
grades.
Clare Rhoden and Billy Hunt.
Abstract
In 2014, 83% of Sport and Exercise Science students accessed online assignment feedback
yet National Student Survey scores suggest improvements to help students understand their
feedback would be worthwhile. Student perceptions of feedback are variable (Weaver 2007)
and disengagement from the learning environment occurs when students are unable to cope
with lower than expected grades and feedback (Nussbaum and Steel 2007). This project
explores students understanding of formative and summative feedback and analyses their
engagement with assignment feedback/grades in the preparation of future assignments.
Focus groups with sports students (n=19, 10 males, 9 females, Level 4 n=4, Level 5 n=8,
Level 6 n=6) together with online survey data (Levels 4-6, n=39) provided a mixed-method
exploration of students understanding of feedback, perceptions and preferences of type of
feedback, its functionality and their engagement with this feedback. Results revealed that
students emphasised the importance of ‘gaining reassurance’ (first order theme) through
tutorials. Using Kahu’s (2013) conceptual model of student engagement, behavioural
engagement with assignment feedback was increased where students receive a lower grade
than expected. Students at Levels 4-6 recognised the value in tutorials to gain feedback
(95%) and to improve future work (87%) however only 39% of students would acquire further
feedback from their tutor. Support Seeking behavior (Second order theme) included aspects
of access, hindsight, autonomy and barriers (first order themes). The most prominent theme
barriers (11 meaning units) indicated several reasons to explain the lack of tutorial support
accessed; assessments are not aligned, negative affect, imposing lecturers and assignment
process is completed for that module with no reason to revisit it. As educators we need to be
more successful at ensuring students understand the transferability of feedback between
assignments and modules whilst also helping all students feel they can approach tutors for
advice.
Short Introduction
A large percentage of ISES students access their online feedback (83%) yet the NSS score
for Feedback on my work has helped me clarify things I did not understand (3.8) is moderate
and highlights a shortfall in the utility of accessed feedback. Anecdotal evidence suggest that
many students do not engage in or fully understand assignment feedback, feel unable to
obtain further support to improve their understanding or use it to help them with upcoming
assignments. Academic feedback is recognised to affect self-esteem and perceived
competence in students (Stephan et al. 2010; Woo and Mix, 1997) and students’ ability to
cope with poor grades and process formative/summative feedback can influence how they
persist with or disengage from the learning environment (Nussbaum and Steel, 2007,
Stephan et al. 2011). Repeated exposure to poor grades or a lack of understanding of how
to improve assignments may lead to chronic disengagement and reduced global self-esteem
affecting the students’ future motivation or continuation in the academic setting. We need to
understand if similar processes and outcomes occur within ISES students, particularly with
our forthcoming emphasis on student engagement and raising academic standards.
Consequently the aims of this project were i) to explore students understanding of formative
and summative assignment feedback/grades and ii) to analyse their engagement with and
use of formative and summative assignment feedback/grades in the preparation of future
assignments.
Key Project Personnel
The project was cited within the Institute of Sport and Exercise Science and included
students from Levels 4, 5 and 6 across all programmes within the Institute. Two project staff
(Lead project researcher, Clare Rhoden and the Student as Academic Partner, Billy Hunt)
conducted focus groups and designed, created and administered the online survey.
Methods
Institute Ethics approval and permission from the Head of Institute to e-mail ISES Students
an online survey, were obtained prior to commencement of the project. A mixed methods
approach was adopted to gain overall Institute students views through an online survey
(Bristol Online Survey; n=39; 3% Response rate, male= 44%, female= 56%; aged between
19-36 yrs; 9 ISES Courses including PE, Sports Coaching and Sports & Exercise Science;
Level 4 n=6, Level 5 n=14, Level 6 n=19) and a smaller sample of detailed views through
five focus groups with students studying at Levels 4-6 across a range of ISES programmes
(Sports science, Sports studies and PE & Outdoor Education students; Level 4 n=4, Level 5
n=9, Level 6 n=6; 10 male, 9 female). Descriptive statistics from online survey data and
inductive content analysis (Gratton & Jones 2010; Ronglan & Aggerholm 2014) were used
within the analysis.
Project Outcomes
Inductive content analysis of focus group data has revealed several interesting themes
around the importance of gaining reassurance (first order theme) through tutorials,
clarification of students’ direction and standard of work whilst also highlighting how students
engage in the feedback process and utilise feedback (Figure 1). Students did report the
problems they experienced as a result of discrepancy in information, marking and feedback.
Using Kahu’s (2013) conceptual model of student engagement, behavioural engagement
with assignment feedback was increased where students receive a lower grade than
expected. Students at Levels 4-6 recognised the value in tutorials to gain feedback (95%)
and to improve future work (87%) however only 39% of students would acquire further
feedback from their tutor. Support Seeking behavior (Second order theme) included aspects
of access, hindsight, autonomy and barriers (first order themes). The most prominent theme
barriers (11 meaning units) indicated several reasons to explain the lack of tutorial support
accessed; assessments are not aligned, negative affect, imposing lecturers and assignment
process is completed for that module with no reason to revisit it.
Figure 1: First and second order themes and general dimensions developed through
inductive content analysis of focus group transcriptions.
Impact
The project has been successful providing empirical evidence to help us understand why
there is a discrepancy between the number of students accessing feedback and those who
consistently use the feedback provided. The focus groups have clarified student’s views
about the feedback process. The response rate for the online survey was however small and
we are cautious with the interpretation of this data.
Initial ideas of strategies to improve the use of the feedback process include;
workshops highlighting the transferability of feedback between assignments and modules,
reiterating the role of the academic tutor and ensuring all students feel they can approach
staff for further feedback (clarification, reassurance, guidance). The project successfully
supports my role of developing Student Culture and Engagement throughout the degree
programmes within ISES.
The project has provided an MSc student (SAP; Billy Hunt, MSc Sports Coaching)
with further experience of the research process, quantitative analysis and presenting at a
conference. Billy was proactive and helped drive the project working well as a joint partner in
the project. We intend to submit a paper to the Worcester Journal of Learning and Teaching
during academic year 2015-16.
Conclusion
A successful project which has highlighted important aspects of the feedback process which
need to be further considered. As educators we need to be more successful at ensuring
students understand the transferability of feedback between assignments and modules
whilst also helping all students feel they can approach tutors for advice. I feel we also need
to consider the discrepancies in our feedback processes whilst also challenging students on
the way they use the feedback provided using hindsight from previous students to stimulate
their engagement with this information.
Recommendations for the Course / Department / Wider University Community.
Barriers to utilisation of assignment feedback can include the lack of alignment between
assignments and some students failing to see the transferability of general feedback.
How might the project be replicated or extended?
Consideration of increasing the online survey sample to gain a larger response rate within
ISES.
Establish whether similar patterns occur in other Institutes.
References
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behaviour. New York, Plenum.
Gratton, C. & Jones, I. (2010) Research Methods for Sports Studies. 2nd Edition. London,
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Kahu, E.R. (2013) Framing student engagement in higher education. Studies in Higher
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Ronglan, L.T & Aggerholm, K. (2014) ‘Humour helps’: Elite sports coaching as a balancing
act. Sports Coaching Review, 3(1), 33-45
Stephan, Y., Caudroit, J. Boiche, J. and Sarrazin, P. (2011) Predictors of situational
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