Negotiating feedback: lecturer perceptions of feedback dissatisfaction

Authors

  • Adam Burns

DOI:

https://doi.org/10.47408/jldhe.v0i6.150

Keywords:

assessment and feedback, feedback literacy, undergraduate teaching, improving feedback, literature on feedback and assessment.

Abstract

This study analyses lecturersââ¬â¢ perceptions of feedback provided to university undergraduates and why in many cases it appears to prove so unsatisfactory to students. Recent research into the issue of feedback in higher education (HE) suggests that most existing studies on the subject have focused on students, whereas there is far less work on teachers in relation to formative learning (Bailey, 2008; Bailey and Garner, 2010). Indeed, Evans (2013) notes that only 7.1% of research articles she explored in her wide-ranging review of existing assessment and feedback literature focused exclusively on lecturer perspectives. Therefore, in addition to considering the findings of existing literature, this study explores the results of five interviews with HE History lecturers to explore their understanding of the issue of student dissatisfaction with feedback.

Author Biography

Adam Burns

In June 2010 Adam gained his PhD in History from the University of Edinburgh and his Masterââ¬â¢s in Education from the University of Birmingham in 2011. In the last 18 months he has taught at the University of Edinburgh and Newcastle University, and is currently teaching at Marlborough College in Wiltshire

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Published

09-12-2013

How to Cite

Burns, A. (2013) “Negotiating feedback: lecturer perceptions of feedback dissatisfaction”, Journal of Learning Development in Higher Education, (6). doi: 10.47408/jldhe.v0i6.150.

Issue

No. 6 (2013)

Section

Papers

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