Feedback alignment: effective and ineffective links between tutors’ and students’ understanding of coursework feedback

‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it

“…Generally the factors affecting a desire for positive feedback related to the increased motivation such instances promoted (Hyland, 1998). Motivational feedback is not without its inherent problems as some researchers have suggested that the feedback at times merely concentrates upon the content of the work rather than developmental areas designed to improve future assessment performance (Orsmond & Merry, 2011). Hyland & Hyland (2001) suggest that feedback is more effective if it includes both positive and negative comments, contending that the positive will increase the likelihood of students accepting the negative comments.…”

Understanding feedback: A learning theory perspective

“…Finally, Nassaji (2011) explained interactional feedback as ''feedback that learners receive on their erroneous or inappropriate utterances during interaction'' (p. 18) in the context of language learning. From social cultural theory, feedback can help to identify and correct errors and can explain misunderstandings (Orsmond & Merry, 2011). Articles from behaviourism (e.g., Auld et al, 2010;Goodman et al, 2008), cognitivism (e.g., Shute, 2008), social cultural theory (Ackan & Tatar, 2010;Brinko, 1993;Yeh & Lo, 2009) and social constructivism (Colasante, 2011;Gielen et al, 2010) indicated that feedback should be specific and clear.…”

“…From behaviourism (Rodriguez et al, 2009;Scheeler et al, 2012), social cultural theory (Orsmond & Merry, 2011), and social constructivism (Martens et al, 2010), feedback should be positive. On the other hand, Shute (2008) suggested giving neutral, unbiased, and objective feedback.…”

Improving the effectiveness of feedback by use of assessed reflections and withholding of grades

“…Not all feedback is understood, or interpreted by students in the way it was intended by staff (Hounsell 1987;Lea and Street 1998;Hounsell 2003;Glover and Brown 2006;Walker 2009;Orsmond and Merry 2011) and students may define words differently (Chanock 2000), or may not understand comments in the context of the discipline (Bloxham and Boyd 2007, 22). We did not recognise any misinterpretations in the reflections, but another possibility is provided by Sadler (1989, 139), that 'improvements made in some directions may expose residual (or even precipitate new) shortcomings in other directions.'…”