Students' reactions strategies to feedback comments in written assignments

Abstract

This study examined (diversity students' reaction strategies to lecturer comments in written assignments Seventy-five students responded to a questionnaire and interview schedules. Data which was analysed quantitatively and qualitatively revealed that students took feedback comments seriously and at most fault finding and sketchy comments were not only high in sensitive and stressful hut brought loss of self-esteem. The majority of the students were not only interested in the mark but appreciated lecturers who gave analytic and holistic comments rather than surface-level comments. Whilst most lecturers seemed to be consistent in what they looked for when marking, discrepancies were also revealed and this created unrealiability and inconsistencies in the scoring procedures and comments given. The problem of subjectivity in marking was not confined to any particular subject area. Although a number of students found lecturers to discuss comments with them, a few were sceptical about such discussions for fear of victimisation. The study recommends that lecturer feedback should be both informative and motivational because a mark with no explanation is not helpful to students. Efforts should also be made to standardise essay marking systems so as to reduce variability and minimise student anxiety levels.