Understanding Student’s Conceptions of Feedback to Improve the Student Learning Experience. (original) (raw)

Feedback is evaluative and provides a student with knowledge of their performance in a given task (Hounsell, 1987). Feedback is usually given by academics to facilitate a students improvement (Hester, 2001), yet often it does not have the desired effect and is unpredictable in terms of enhancing a students motivation, self-confidence and subsequent effort in future assessments (Young, 2000). The present study analysed social science students’ (n=18) conceptions of feedback through the use of drawings (Kearney & Hyle, 2003) and semi-structured interviews. Eight broad dimensions were revealed from the data, suggesting varied conceptions of feedback within the participant group. Delegates will be presented with selected examples of students conceptions of feedback. Implications for practitioners when giving students feedback, to improve the student learning experience will also be discussed.