Author: Sarah Tait
Session: Lightning Talk

Background
Despite feedback playing a vital role in student development, it is reported that assessment feedback is an under-researched area (Cramp, 2011).
The provision of feedback on students’ written essays is a pedagogical necessity, yet there are inconsistencies in respect of what constitutes effective feedback (Li & Barnard, 2011). Staff and students’ perceptions of feedback appear to have distinct differences, with tutors believing that the purpose of their feedback is to improve academic writing skills (Li & Barnard, 2011), whereas students’ believe their tutors’ feedback could be more helpful (Weaver, 2006).
Methods
Following ethical approval from the University ethics committee, a qualitative study was conducted using three focus groups to explore tutor and student perceptions of feedback. Each focus group has been transcribed and analysed thematically.
Results
Similar to the literature, findings suggest that students do value feedback, but have negative views about the provision of feedback, stating that “some tutors can be over critical.”
Discussion
This study provides an insight into student nurses’ and nurse tutors’ perceptions of the feedback process and will potentially enlighten and improve current practice in this area.
Conclusion
This study has highlighted the fact that there are improvements to be made in the provision and understanding of assessment-related feedback.

References
Cramp, A. (2011). Developing first-year engagement with written feedback. Active Learning in Higher Education, 12(2), 113–124. doi:10.1177/1469787411402484
Li, J., & Barnard, R. (2011). Academic tutors’ beliefs about and practices of giving feedback on students’ written assignments: A New Zealand case study. Assessing Writing, 16(2), 137–148. doi:10.1016/j.asw.2011.02.004
Weaver, M. R. (2006). Do students value feedback? Student perceptions of tutors’ written responses. Assessment & Evaluation in Higher Education, 31(3), 379–394. doi:10.1080/02602930500353061