Feedback as an assessment for learning tool: How useful can it be?

This study investigates the feedback practices and perceptions of lecturers and students in a UK university setting. To assess how lecturers give feedback in practice, 47 pieces of lecturer-written feedback were categorised into a total of 571 analytical points. Analysing the feedback from lecturers’ perspectives in terms of the value of feedback, the role of feedback and the effectiveness of feedback helps in an understanding of the rationale for and effects of feedback provision. The results of feedback analyses from students’ perspectives show the impact of individual background and intercultural communication barriers on the effective reception of feedback. Differences were identified between students and lecturers’ views of feedback as an assessment for learning tool.