Do students want and need written feedback on summative assignments? Engaging students with the feedback process - a topic review activity

Abstract

Written feedback is a vital component of the learning and teaching cycle. However, despite its reported positive impact, the effectiveness and efficiency of written feedback is relatively under-researched. This topic review activity offers a valuable insight into whether students wish to be engaged about the type of feedback they receive on a summative assignment in one of the final (capstone) topics in their undergraduate nursing degree. Our findings suggest that if given the choice, a large percentage of students would take the opportunity to elect the specific amount and type of written feedback they want on their assignments. However, more research is required to determine the reasons behind this choice and how the type/amount of written feedback students chose affects the quality of student learning. A heightened awareness and understanding at both an individual and institutional level of how students use feedback can influence feedback practices. If feedback is effective it
has the potential to enhance student learning, and if it is efficient it will maximise teaching and learning resources.