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Ruth Sutcliffe Rachel Linfield Gaynor Riley Debbie Nabb Jonathan Glazzard

Abstract

The National Student Survey (NSS) frequently highlights students’ dissatisfaction with feedback. Data collected over the past two years by tutors working on a Batchelor of Arts (Honours) Primary Education 5-11 programme, leading to Qualified Teacher Status (QTS), shows increasing satisfaction as students engage with and use feedback. The initiatives outlined in this longitudinal, action research study have shown that face-to-face, oral communication is at the heart of student satisfaction. Speaking with students is key in helping them to reflect upon the variety of feedback, understand its relevance and consequently to act upon it in practical ways. The research suggests that rather than searching for a perfect model of feedback, we should work towards changing the way that students view, access and respond to the variety of feedback offered. The study shows enhancing student engagement with feedback through a range of improved measures, can impact on student satisfaction ratings such as those in the NSS. The paper argues that by working together in partnership, students and tutors could move closer to achieving the elusive 100% satisfaction for feedback.

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