Perfect Assessment and Feedback in Psychology: Students’ Perspectives

Abstract

Assessment and feedback constitute crucial components of the pedagogic process within higher education. However, students report dissatisfaction with these processes and fail to engage with the feedback they receive. This study therefore sought to explore what students consider to be ‘perfect’ assessment and feedback using the criteria outlined in the United Kingdom’s National Student Survey (NSS). Two focus groups were conducted with psychology undergraduate students and thematic analysis was performed. The first focus group explored what students considered to be perfect feedback. Six themes emerged: clear and accessible criteria, consistent and objective marking, specific and general feedback, positivity and recognition, examples and practise; and support and guidance. Notably, a clear desire from students emerged for a greater use of examples throughout the assessment and feedback process. The second focus group explored how students engaged with feedback they have received and factors influencing their engagement. Four themes emerged: attend or avoid; similarity and recency; logistical difficulties; and checkpoints or checklist. Whilst there was variation in how students perceived and engaged with feedback, there was general consensus on how to facilitate engagement and improve feedback.