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This paper investigated students’ perceptions of written assignment feedback. In the first study students (n = 57) reflected on the feedback they had received on a range of assessment tasks and described aspects of helpful and unhelpful assessor comments. A content analysis of student descriptions was undertaken to identify the domain of criteria students reported using to evaluate the quality of written feedback provided on assessment. In the second study a questionnaire was developed to reflect the aspects of students’ evaluation of assessment feedback. Factor analysis of students’ (n = 277) ratings revealed three dimensions in the structure of their perceptions of marker feedback: developmental, encouraging and fair feedback. While all feedback dimensions were positively correlated with ratings of effectiveness, developmental feedback was most strongly associated with students’ evaluations of effective assessment feedback.
Lizzio et al. (2008) studied this question.