Improving feedback to first year undergraduates

Student satisfaction surveys show that the perception of whether or not helpful feedback is given by tutors makes more difference than anything else that a student does. However, what students and staff consider good feedback is often very different. This discussion explores feedback perceptions at one of the critical points of a student’s academic career: the transition from school to university. This discussion synthesises results from two Academy-funded projects: Staff and student perceptions of feedback quality in the context of widening participation, led by the Write Now CETL and Increasing the quality of feedback on assignments while altering student perceptions of good feedback based on their school experience, led by UEA. The discussion aims to explore cross-disciplinary issues involved in assessment feedback during the transition from school/college to university together with approaches to the introduction of change in assessment practice within university academic departments.