Student autonomy of feedback format in higher education and perceived functional behaviours for academic development

Journal article


Sparrow, Abby, Smith, Samantha, Petronzi, D., Wilson, Helen, Roeschlaub, S. and Smith, Melanie 2020. Student autonomy of feedback format in higher education and perceived functional behaviours for academic development. Journal of Pedagogical Research. https://doi.org/10.33902/2020060191
AuthorsSparrow, Abby, Smith, Samantha, Petronzi, D., Wilson, Helen, Roeschlaub, S. and Smith, Melanie
Abstract

In the current context of promoting active learning and raising student engagement within Higher Education, an increasing amount of research has looked at pedagogical-based design and factors that contribute to functional behaviours surrounding the interaction and use of academic assessment feedback. However, few studies have considered the perceived influence of student autonomy over feedback format and whether this promotes engagement and academic development. In this study, we recruited level 5 and 6 students (N = 38) on an undergraduate Education Programme (that has consistently implemented student feedback choice) to participate in initial self-reporting and subsequent focus groups ("soft triangulation‟). The findings revealed three core themes: [1] Personalisation – (a) sense of autonomy/involvement, (b) engagement and (c) motivation, [2] Clarity – (d) depth and detail, and [3] Areas for development. Overall, these findings suggest that feedback type – and the inherent option to choose – has a functional impact on academic engagement and development. We discuss these findings in relation to a sense of being valued that was associated with autonomy of choice, a divergence in how and when students engage with feedback, as well as the requirement for academic clarity and provision of formats that support academic development.

KeywordsFeedback; Feedback choice; Active learning; Academic development; Pedagogy
Year2020
JournalJournal of Pedagogical Research
PublisherOctagon Education Consultancy
ISSN2602-3717
Digital Object Identifier (DOI)https://doi.org/10.33902/2020060191
Web address (URL)http://hdl.handle.net/10545/624898
http://creativecommons.org/publicdomain/zero/1.0/
hdl:10545/624898
Publication dates11 May 2020
Publication process dates
Deposited18 Jun 2020, 11:34
AcceptedApr 2020
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CC0 1.0 Universal

ContributorsUniversity of Derby
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