Differing perceptions in the feedback process

Carless, David

doi:10.1080/03075070600572132

Cited by 733 publications

(649 citation statements)

References 21 publications

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“…Carless (2006); for instance, discovered vast disparity between teachers' and students' ideals of feedback. Jodaie, Farrokhi and Zoghi (2011) also compared and contrasted students' and teachers' views on feedback.…”

Section: Teachers' Perceptions Versus Students' Perceptionsmentioning

confidence: 99%

Teachers’ Perceptions and Practices of Written Feedback in Higher Education

Gul¹,

Tharani²,

Lakhani³

et al. 2016

WJE

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This mixed-methods research aimed to understand the practices and perceptions of teachers regarding written feedback. For this purpose, a survey was administered to 150 teachers forming a non-probability sample, who were working in various universities in Karachi. The disciplines chosen for the study included nursing, applied linguistics, medicine and education departments in institutes of higher education situated in Karachi. Before sampling, initial screening was done to obtain a list of institutes which provide written feedback on students' assignments. Two homogenous groups of teachers by discipline (nursing and education) were then selected for focus group discussions. It was found that most teachers consider written feedback an important tool for guiding and helping students improve their work. In fact, they consider written feedback as important as verbal feedback. Teachers also recognized the importance of discussing the written feedback with the students but they rarely did so because of time constraints. Most teachers preferred to directly fix students' errors instead of providing feedback to enable them to correct those errors by themselves. While less than half of the participants used a checklist for grading, others used annotation. Several factors were found to have a great influence on the amount and quality of feedback. The most significant factor was whether teachers had formal training in providing feedback. Only 17% of the participants in this study had proper training to give written feedback. They also identified several environmental and personal factors that had an impact on their feedback practices including time, the relationship between the teacher and individual students, and, most importantly, the policies and culture of the institutes.

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Section: Teachers' Perceptions Versus Students' Perceptionsmentioning

confidence: 99%

Teachers’ Perceptions and Practices of Written Feedback in Higher Education

Gul¹,

Tharani²,

Lakhani³

et al. 2016

WJE

View full text Add to dashboard Cite

show abstract

“…According to Carless (2006) feedback acts by providing advice for improvement of the current assignment; advice for improvement of future assignments; explaining or justifying a grade; an act by which the tutor demonstrates characteristics, such as expertise, diligence or authority; and the feedback function can also be little more than the fulfilment of a ritual which is part of academic life.…”

Section: Role Of Feedbackmentioning

confidence: 99%

“…However, supervisors may face challenges related to feedback delivery such as time constraint (Bailey, 2009;Rowe & Wood, 2008), less opportunity for tutorial interaction with students (Bailey, 2009), and also miscommunication and emotional barriers (Carless, 2006). undergraduate students' perspective (Bitchener et al, 2011;Carless, 2006). Therefore, this research aims to fill the gap in the literature by examining master and doctorate students' perceived needs and preferences towards written feedback by employing quantitative methodology research design.…”

Section: Introductionmentioning

confidence: 99%

“…The feedback may be delivered either formally or informally by the lecturers or supervisor through their judgment or opinions. However, supervisors may face challenges related to feedback delivery such as time constraint (Bailey, 2009;Rowe & Wood, 2008), less opportunity for tutorial interaction with students (Bailey, 2009), and also miscommunication and emotional barriers (Carless, 2006). undergraduate students' perspective (Bitchener et al, 2011;Carless, 2006).…”

Section: Introductionmentioning

confidence: 99%

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Graduate Students’ Needs and Preferences for Written Feedback on Academic Writing

Singh¹

2016

ELT

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The aim of this research is to examine graduate students' needs and preferences for written feedback on academic writing from their lecturers and thesis supervisors. Quantitative method via survey questionnaire was used to collect data from 21 respondents. The data collection involved Master and Doctorate students at a tertiary level institution in Malaysia. The data was analyzed and tabulated using descriptive analysis. Results indicate that graduate students regularly need written feedback on their academic writing and they preferred electronic method to obtain feedback from their supervisors. Findings also indicate that graduate students appreciated feedback which was straightforward, provided clear instructions, directed them to other related resources, and feedback which was detailed or specific. This research filled the gap in literature by providing awareness among thesis supervisors and lecturers on the students' needs and preference for written feedback on their academic writing. Apart from that, greater understanding of students' perceived needs for feedback and preferences of feedback is also vital for lectures and thesis supervisors to increase the effectiveness of providing constructive written feedback.

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“…While this could be attributed to differing perceptions about the role of feedback between students and teachers, another possibility is poor communication by teaching staff. It is suggested that the introduction of "assessment dialogues", as proposed by Carless (2006), may be beneficial here.…”

Section: Introductionmentioning

confidence: 99%

Asian Social Science, Vol. 4, No. 3, March, 2008

ASS¹

2009

ASS

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Learning and teaching is an important component of university life -critical for students and also for those who teach. Our aim is to make this practice more enjoyable and effective for all involved, and at the same time to encourage a scholarly approach to the process. This volume of Asian Social Science is devoted to the work of a team of academic staff who have collaborated in making real improvements to their teaching and the learning of their students. In this article we will discuss the process of setting up the group, the pedagogical rationale, and the training and support given to all members.Keywords: Professional development, Curriculum change, Case studies, Action research BackgroundThe Division of Economic and Financial Studies (EFS) is the largest Division at Macquarie University with around 4 000 postgraduate students, 9 000 undergraduate students and 300 full and part-time academic staff. The Division offers a mix of disciplines with five departments -Accounting and Finance, Actuarial Studies, Business, Economics, and Statistics. Students can focus on becoming specialist economists, accountants, actuaries, demographers or statisticians or combine other major studies to pursue interests such as organisational psychology, computing, environmental management, languages or other electives. The programs are accredited by the relevant professional bodies.Faculty members are eager to improve the experiences of their students and, in 2007, the Dean allocated extra funds to assist the development of the learning and teaching process. Several models were discussed and, ultimately, the Learning Excellence and Development (LEAD) team was set up by the Division's Director of Learning and Teaching Studies (Leigh Wood) and the Associate Dean of Learning and Teaching (Peter Petocz), two positions with key responsibility for the learning and teaching process Division-wide.There are numerous external pressures for academics to demonstrate that their teaching is effective. The Australian Government has set up a Learning and Teaching Performance Fund (LTPF) that is linked to measures of teaching, such as student retention, progression rates through degrees, graduate employment and pay, and students' assessment of their learning at university. University funding is linked to performance on the LTPF. For individual staff members, salary bonuses may be linked to being able to demonstrate the quality of their teaching, so there are extrinsic as well as intrinsic incentives to improve. Of course, the main reason for investigating teaching is to improve the experiences of our students! For a non-Australian audience, let us explain how most teaching is carried out at Macquarie University (and generally in Australian universities). Students enrol in Bachelor degree programs straight from school and most degrees take three years (six semesters), four years for Engineering and six for medicine. Students generally enrol in four subjects per semester, eight per year, 24 for a degree, though there is some variation in the...

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Differing perceptions in the feedback process

Cited by 733 publications

References 21 publications

Teachers’ Perceptions and Practices of Written Feedback in Higher Education

Teachers’ Perceptions and Practices of Written Feedback in Higher Education

Graduate Students’ Needs and Preferences for Written Feedback on Academic Writing

Asian Social Science, Vol. 4, No. 3, March, 2008

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