The Effect of Feedback Type on Academic Performance

Mackinney, R., Kelly, J. S. and Pulling, C. (2021) The Effect of Feedback Type on Academic Performance. Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education, 15 (1). pp. 78-93. ISSN 1750-8428

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Abstract

Feedback is arguably the most important aspect of an assessment process, but its impacts are highly variable. Although universities have begun exploring new feedback types, very little is known about the impact of these on students’ academic performance. The aim of this study was to investigate the impact of three types of feedback (written; audio; and face-to-face) on the academic performance of level six undergraduate students. This study recruited 91 level six physical education students from a University in the South of England. The students completed two assessments (A and B) that were assessed according to the same assessment criteria. Following Assessment A the students received either written feedback, audio feedback, or face-to-face feedback. The students were advised to utilise the feedback to positively impact their academic performance in Assessment B. The effect of the feedback on student grades between the two assessment points was measured. Analysis of the results showed a significant effect depending on the feedback type. Written feedback had limited impact on the assessment grade. However, both audio and face-to-face feedback resulted in a significant improvement in assessment grade. The findings suggest that audio and face-to-face feedback may enhance student engagement in the feedback process and that these types of feedback could improve academic performance by offering richer and clearer feedback.

Item Type: Article
Additional Information: By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings. This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
Uncontrolled Keywords: audio feedback; written feedback; face-to-face feedback; academic performance; summative assessment; formative assessment.
Subjects: H Social Sciences > H Social Sciences (General)
L Education > L Education (General)
Q Science > Q Science (General)
Divisions: Academic Areas > Institute of Sport > Area > Physical Education
Depositing User: Rachel Mackinney
Date Deposited: 22 Apr 2022 08:07
Last Modified: 22 Apr 2022 08:07
URI: https://eprints.chi.ac.uk/id/eprint/6228

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