Perceptions of university assessment and feedback among post-16 school pupils

Harriet Jones (Lead Author), Kay Yeoman, Emma Gaskell, John R Prendergast

Research output: Contribution to journalArticle

2 Citations (Scopus)
18 Downloads (Pure)

Abstract

The transition between school and university can be problematic for students. Understanding students’ expectations about the system they are entering into is crucial in effecting a smooth transition. The school system involves small classes, often with teachers who know their students well. In contrast university involves large class sizes and a degree of anonymity for the student. In the UK National Student Survey responses for universities show that students are generally less happy about feedback relative to most other issues. The current study investigates school students’ expectations about assessment and feedback practices at university. Students were surveyed across Great Britain in 2006 and 2013. There were some significantly different responses from students between the two years of study in how coursework would be handled, but there were also many areas of consistency, demonstrating a clear pattern of expectation. For example, in both years of study 80 % of students expected personal verbal feedback on their university assignments. This study discusses how student expectations may be based on their school experiences rather than considering the reality of the university system they are entering into. Misconceptions may be affecting students’ responses to the NSS surveys on assessment and feedback.
Original languageEnglish
Pages (from-to)1233-1246
Number of pages14
JournalAssessment and Evaluation in Higher Education
Volume42
Issue number8
Early online date28 Nov 2016
DOIs
Publication statusPublished - 2017

Keywords

  • feedback
  • assessment
  • perceptions
  • transition

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