2008/04/23 by Alf Lizzio, Keithia Wilson · 2 citations
Social Sciences · #Evaluation of Teaching Practices #Reflective Practices in Education #Student Assessment and Feedback
paper · doi:10.1080/02602930701292548
openalex publication_date 2008/04/23 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29
This paper investigated students’ perceptions of written assignment feedback. In the first study students (n = 57) reflected on the feedback they had received on a range of assessment tasks and described aspects of helpful and unhelpful assessor comments. A content analysis of student descriptions was undertaken to identify the domain of criteria students reported using to evaluate the quality of written feedback provided on assessment. In the second study a questionnaire was developed to reflect the aspects of students’ evaluation of assessment feedback. Factor analysis of students’ (n = 277) ratings revealed three dimensions in the structure of their perceptions of marker feedback: developmental, encouraging and fair feedback. While all feedback dimensions were positively correlated with ratings of effectiveness, developmental feedback was most strongly associated with students’ evaluations of effective assessment feedback.