Student Engagement with Feedback

Abstract

This report considers Biological Sciences students’ perceptions of feedback, compared with those of the University as a whole, this includes what forms of feedback were considered most useful and how feedback used. Compared with data from previous studies, Biological Sciences students gave much greater recognition to oral feedback, placing it on a par with written forms. Compared with the university as a whole, Biological Sciences students showed stronger preferences for feedback that addressed technical issues such as assignment structure and referencing rather than more reflective aspects. These observations are discussed in relation to expressed preferences for feedback promoting deeper or more superficial subject engagement.