Matching Student Expectations and Staff Practices in Producing and Engaging with High Quality Feedback

This paper reports an investigation of staff and student feedback practices and experiences in a large first year psychology class. The goal of this project is to identify miss-match between student experiences and expectations and staff practices with a goal to identify ways to better align the feedback process. Three key themes emerged from the analysis; students want greater consistency in feedback across markers, which may be addressed by structured feedback sheets; there are barriers to integration, where students fail to utilize the feedback they are provided with effectively, which may be addressed by adopting reflective learning exercises; and finally, the timeliness of the feedback process, which may be addressed by utilizing more online delivery of course feedback.