Feedback on assessment: students’ perceptions of quality and effectiveness

摘要: This paper investigated students’ perceptions of written assignment feedback. In the first study students (n = 57) reflected on feedback they had received a range assessment tasks and described aspects helpful unhelpful assessor comments. A content analysis student descriptions was undertaken to identify domain criteria reported using evaluate quality provided assessment. second questionnaire developed reflect evaluation Factor 277) ratings revealed three dimensions in structure their marker feedback: developmental, encouraging fair While all were positively correlated with effectiveness, developmental most strongly associated evaluations effective