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What’s the use of being nice? Characteristics of feedback comments that students intend to use in improving their work

David Playfoot Orcid Logo, Ruth Horry Orcid Logo, Aimee E. Pink Orcid Logo

Assessment and Evaluation in Higher Education, Pages: 1 - 12

Swansea University Authors: David Playfoot Orcid Logo, Ruth Horry Orcid Logo, Aimee E. Pink Orcid Logo

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DOI (Published version): 10.1080/02602938.2024.2373799

Abstract

Although teachers spend a lot of time striving to provide high-quality feedback, students do not always act upon it and may rate it as unhelpful. The current study attempted to determine the characteristics of feedback that influence students’ intentions to use teachers’ comments in their future wor...

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Published in: Assessment and Evaluation in Higher Education
ISSN: 0260-2938 1469-297X
Published: Informa UK Limited 2024
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URI: https://cronfa.swan.ac.uk/Record/cronfa66904
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first_indexed 2024-06-27T10:16:09Z
last_indexed 2024-06-27T10:16:09Z
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spelling v2 66904 2024-06-27 What’s the use of being nice? Characteristics of feedback comments that students intend to use in improving their work 4dbddc73fd0fe464304ba8ad95cbc96e 0000-0003-0855-334X David Playfoot David Playfoot true false ea243bc0327bc0213c076bda1fe85f10 0000-0003-3105-3781 Ruth Horry Ruth Horry true false d2dc3f0da1b377dfc0f2a68dc51eb4b4 0000-0003-1516-7922 Aimee E. Pink Aimee E. Pink true true 2024-06-27 PSYS Although teachers spend a lot of time striving to provide high-quality feedback, students do not always act upon it and may rate it as unhelpful. The current study attempted to determine the characteristics of feedback that influence students’ intentions to use teachers’ comments in their future work. Participants rated real feedback comments for clarity, tone and encouragement as well as their intention to use those comments if they had received them on their own work in three studies. Multiple regression analyses demonstrated that intention to use ratings were higher for comments which were ‘nice’ (supportive, encouraging, motivating, positive in tone) and ‘usable’ (clear, constructive, helpful). We argue that these data provide clear guidance for instructors as to how to approach the provision of written feedback on student work. Journal Article Assessment and Evaluation in Higher Education 0 1 12 Informa UK Limited 0260-2938 1469-297X Feedback;; intention to use; assessment 8 7 2024 2024-07-08 10.1080/02602938.2024.2373799 COLLEGE NANME Psychology School COLLEGE CODE PSYS Swansea University SU Library paid the OA fee (TA Institutional Deal) Swansea University 2024-08-01T15:06:29.6380033 2024-06-27T11:14:27.0898418 Faculty of Medicine, Health and Life Sciences School of Psychology David Playfoot 0000-0003-0855-334X 1 Ruth Horry 0000-0003-3105-3781 2 Aimee E. Pink 0000-0003-1516-7922 3 66904__31026__72fa860ef8b64f2ea5dd51b9efaebfd9.pdf 66904.VoR.pdf 2024-08-01T15:04:24.6467159 Output 1423048 application/pdf Version of Record true © 2024 The Author(s). This is an Open Access article distributed under the terms of the Creative Commons Attribution License. true eng http://creativecommons.org/licenses/by/4.0/
title What’s the use of being nice? Characteristics of feedback comments that students intend to use in improving their work
spellingShingle What’s the use of being nice? Characteristics of feedback comments that students intend to use in improving their work
David Playfoot
Ruth Horry
Aimee E. Pink
title_short What’s the use of being nice? Characteristics of feedback comments that students intend to use in improving their work
title_full What’s the use of being nice? Characteristics of feedback comments that students intend to use in improving their work
title_fullStr What’s the use of being nice? Characteristics of feedback comments that students intend to use in improving their work
title_full_unstemmed What’s the use of being nice? Characteristics of feedback comments that students intend to use in improving their work
title_sort What’s the use of being nice? Characteristics of feedback comments that students intend to use in improving their work
author_id_str_mv 4dbddc73fd0fe464304ba8ad95cbc96e
ea243bc0327bc0213c076bda1fe85f10
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author_id_fullname_str_mv 4dbddc73fd0fe464304ba8ad95cbc96e_***_David Playfoot
ea243bc0327bc0213c076bda1fe85f10_***_Ruth Horry
d2dc3f0da1b377dfc0f2a68dc51eb4b4_***_Aimee E. Pink
author David Playfoot
Ruth Horry
Aimee E. Pink
author2 David Playfoot
Ruth Horry
Aimee E. Pink
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container_title Assessment and Evaluation in Higher Education
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publishDate 2024
institution Swansea University
issn 0260-2938
1469-297X
doi_str_mv 10.1080/02602938.2024.2373799
publisher Informa UK Limited
college_str Faculty of Medicine, Health and Life Sciences
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hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str School of Psychology{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}School of Psychology
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description Although teachers spend a lot of time striving to provide high-quality feedback, students do not always act upon it and may rate it as unhelpful. The current study attempted to determine the characteristics of feedback that influence students’ intentions to use teachers’ comments in their future work. Participants rated real feedback comments for clarity, tone and encouragement as well as their intention to use those comments if they had received them on their own work in three studies. Multiple regression analyses demonstrated that intention to use ratings were higher for comments which were ‘nice’ (supportive, encouraging, motivating, positive in tone) and ‘usable’ (clear, constructive, helpful). We argue that these data provide clear guidance for instructors as to how to approach the provision of written feedback on student work.
published_date 2024-07-08T15:06:29Z
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