Graduate Students’ Perceptions of Written Feedback at a Private University in Pakistan

Abstract

Excellence in academic performance at the graduate level requires good command of writing skills. Teachers' written feedback can help students to develop their writing skills. However, several personal and contextual factors may influence feedback processes and its utilization by students. Therefore, understanding these factors is essential to improve the practice of written feedback. This study aimed to appraise the quality of written feedback in the graduate programmes and to ascertain students' perceptions about it at a private university in Pakistan. A purposive sample of 15 participants comprised the study. The data were collected through in-depth students' interviews and the teachers' written comments on students' assignments. Data were coded and categorized to assess the pattern of similarities and dissimilarities. The analysis of comments on students' assignments indicated that the amount of feedback varied greatly. Although some feedback focused on form and style, most comments focused on the content. Moreover, the tone of comments lacked a balance of praise, criticism and suggestions. The data from students' interviews were categorized as: variations in experiences, functions of written feedback, effectiveness of feedback and utilization of feedback. With some exceptions students' perceptions about the quality feedback corroborated with the teachers' comment analysis. The study highlights several factors that impact the receptivity and utilization of feedback by students. Therefore, teachers need to be aware and trained to enhance the quality of their feedback.

Teachers’ Perceptions and Practices of Written Feedback in Higher Education

“…Other important factors well-documented in the literature (Ghazal, et al, 2014;Iqbal et al, 2014;Newton, 2008) to have a strong influence on the way teachers provide feedback include institutional policies on WFB, teachers' workload, as well as the culture of the institute on the whole. Teachers' training and qualification also appear to be of significance, as cited earlier in Schartel (2012) and Newton, respectively.…”

“…This is why WFB works best in circumstances where students have the opportunity to discuss it so that they may clear up confusions and ambiguities. If students are not given this chance, they usually look to their classmates for help (Ghazal, Gul, Hanzala, Jessop, & Tharani, 2014) who might not always be able to point them in the right direction as they might themselves be misled.…”

“…Initially, data were collected using a questionnaire that was self-developed but based on a thorough review of the literature (Brown et al, 2012;Fathman & Whalley, 1990;Ghazal et al, 2014;Lee, 2009). The questionnaire was divided into three sections.…”

Nyttige og mindre nyttige lærerkommentarer – slik elevene ser det

“…Når det gjelder preferanser, viser flere studier at studenter verdsetter tilbakemeldinger som er detaljerte, oppgaveorienterte, som er gitt i rimelig tid etter oppgaven ble utført og som fokuserer på både styrkene og det som kan forbedres (Carless, 2006;Ghazal, Gul, Hanzala, Jessop, & Tharani, 2014;Gibbs & Simpson, 2004;Rae & Cochrane, 2008;Straub, 1997;Weaver, 2006). Weaver (2006) finner at det er fire former for tilbakemeldinger som oppfattes som lite nyttige, nemlig kommentarer som er for generelle eller vage, som mangler veiledning, som fokuserer på det negative og som ikke er relatert til vurderingskriteriene.…”

“…Lizzio og Wilson (2008) kaller slike tilbakemeldinger utviklende tilbakemeldinger, og også i deres studie vurderes de utviklende tilbakemeldingene som mest effektive blant studentene. Det samme støttes i en rekke andre studier (Carless, 2006;Ghazal, Gul, Hanzala, Jessop & Tharani, 2014;Gipps & Simpson, 2004;Rae & Cochrane, 2008). Karakteristisk for de kommentarene som skårer best hos mine informanter, med unntak av de rosende kommentarene, er at de forklarer hva som kan gjøres bedre, og noen ganger gis det også konkrete forslag til hva eleven kan gjøre.…”