Students’ perceptions of the quality and utility of assessment feedback: Implications for educational leadership and quality assurance

Abstract

In this article, the researchers present the results of an investigation into students’ perceptions of the quality and utility of assessment feedback, and implications for educational leadership and quality assurance. A quantitative approach was taken to conduct a survey among a wide representation of students in one academic unit at a University in Jamaica. Data were collected over a 1-month period. This survey was administered online using the students’ group email addresses and allowing voluntary participation. Using a 20-point questionnaire with close-ended items, the researchers investigated student’s perceptions about the methods used to provide assessment feedback, the quality of feedback, timeliness of the feedback, students’ attitude toward feedback, as well as the utility and value of the assessment feedback. The findings of this study were similar to what was found in the literature. For students to value and use assessment feedback, it must be clear, specific, provide directions for improvement, and must be communicated in a timely manner, using the most appropriate method. Both the students’ perceptions of the quality of assessment feedback and their utility of assessment feedback were good. The findings of this study have implications for educational leadership and quality assurance.