Journal article 138 views 3 downloads
Fairly useful feedback: characteristics of feedback comments perceived as fair by students
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Ruth Horry,
Aimee E. Pink
Assessment & Evaluation in Higher Education, Pages: 1 - 18
Swansea University Authors:
David Playfoot , Ruth Horry, Aimee E. Pink
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DOI (Published version): 10.1080/02602938.2025.2586836
Abstract
Research has shown that teachers and students are mismatched in their perceptions of feedback fairness. The characteristics of feedback comments that students perceive as fair have received relatively little attention in the literature. We present two experiments which consider whether characteristi...
| Published in: | Assessment & Evaluation in Higher Education |
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| ISSN: | 0260-2938 1469-297X |
| Published: |
Informa UK Limited
2025
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| Online Access: |
Check full text
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| URI: | https://cronfa.swan.ac.uk/Record/cronfa70849 |
| Abstract: |
Research has shown that teachers and students are mismatched in their perceptions of feedback fairness. The characteristics of feedback comments that students perceive as fair have received relatively little attention in the literature. We present two experiments which consider whether characteristics that have been shown to relate to “effective” feedback also relate to fairness. Participants were presented with excerpts from fictional assignment submissions accompanied by written feedback that varied in how usable (e.g. constructive) and how nice (e.g. supportive) it was. They were asked to rate the fairness of the feedback provided. Mean fairness ratings were significantly higher for comments that were high versus low in usability; effects of niceness were smaller or non-significant. In addition, we examined the relationship between perceptions of fairness and numerical grade. Experiment 1 compared fairness ratings of feedback that was, or was not, accompanied by a grade; Experiment 2 manipulated the generosity of the grade accompanying the feedback. Neither grade manipulation had a significant effect on fairness. Participants, however, expected work accompanied by “nice” feedback to receive higher grades. We argue that the priority should therefore be to make feedback usable, and that niceness should be added where appropriate. |
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| Keywords: |
Assessment, fairness, grades, summative feedback |
| College: |
Faculty of Medicine, Health and Life Sciences |
| Funders: |
Swansea University |
| Start Page: |
1 |
| End Page: |
18 |