The assessment of feedback: A learning development process

Abstract

The aim of the project is to explore student perceptions of the feedback process within the School of Tourism and Hospitality (SoTH) at Plymouth University. The purpose is to be responsive to the requirements of students, as individuals, and understand their needs. But at the same time, the project aims to enhance academic practice, as ‘how students experience and make sense of learning activities and academic practices’ (Hilsdon 2010:2) will be better understood, and can be better prepared for. Therefore, the nexus between feedback and Learning Development is explored. The rationale for this project was borne from the proposition that feedback is a major focus of student concern in Britain (Hounsell 2007) and that it has become a topical issue ‘given the publicised findings of the National Student Survey’ (Bailey 2009:1). The process of providing feedback is ‘bread and butter to teaching and learning’ (Boud 2000:155). However, literature infers that good feedback can get lost in translation between the teacher and student (Rodgers 2006). Therefore, as a lecturer, directed by the QAA general principles (Rust 2002) to provide appropriate feedback (principle 12), it is crucial to develop an understanding about student practice. Once understood, the knowledge can then enrich learning materials, and ensure that feedback is communicated in the most effective way for students to digest.