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LTA Connect: Staff and student perceptions of the value and quality of feedback

This LTA Connect webinar was presented by Dr Alex Buckley from the University of Strathclyde and presented survey data which reveals a difference in the perception of feedback between staff and students

When Nov 16, 2017 to Nov 16, 2017
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Outline

There is often believed to be deep disagreement in how students and teaching staff perceive of assessment and feedback in higher education, with students complaining about the quality of feedback and staff complaining that feedback isn’t used. There is in fact limited research that directly compares staff and student perspectives, and this webinar will report on data from staff- and student-facing variants of the Assessment Experience Questionnaire used at the University of Strathclyde.

The findings suggest that there is indeed a powerful divide, with students much more negative about the quantity, quality and timing of feedback, and staff much more negative about the extent to which feedback is used by students. However, there are important differences in the relationships between different aspects of their perceptions. Staff may be pessimistic about students’ use of feedback, but they appear to take it to be crucial in students’ satisfaction with their programme.

 

Learning and Teaching Enhancement Values

This webinar maps to the following Learning and Teaching Enhancement Values:

  • Assessment and feedback for learning
  • Evidence-based educational practice

Resources

Presentation slides

Webinar recording

 

Presenter

 

Dr Alex Buckley is a Learning Enhancement Adviser at the University of Strathclyde. His role is to support and develop university-wide initiatives to improve learning and teaching and is focused on three areas: student transitions, graduate attributes and sharing effective practice in L&T.

Before Strathclyde, Alex was Surveys Manager at the Higher Education Academy, where he developed the UK Engagement Survey. Prior to that he taught applied and professional ethics at the University of Leeds, after receiving a PhD in philosophy from the same institution in 2008.