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Cited by 795Student Assessment and FeedbackEvaluation of Teaching PracticesHigher Education Practises and Engagement

The Conscientious Consumer: Reconsidering the role of assessment feedback in student learning

Higgins, Richard, Hartley, Peter, Skelton, Alan·2002·Studies in Higher Education
DOI 10.1080/03075070120099368
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Abstract

This article reports the initial findings of a 3-year research project investigating the meaning and impact of assessment feedback for students in higher education. Adopting aspects of a constructivist theory of learning, it is seen that formative assessment feedback is essential to encourage the kind of 'deep' learning desired by tutors. There are a number of barriers to the utility of feedback outside the sphere of control of individual students, including those relating to the quality, quantity and language of comments. But the students in the study seemed to read and value their tutors' comments. Their perceptions of feedback do not indicate that they are simply instrumental 'consumers' of education, driven solely by the extrinsic motivation of the mark and as such desire feedback which simply provides them with 'correct answers'. Rather, the situation is more complex. While recognising the importance of grades, many of the students in the study adopt a more 'conscientious' approach. They are motivated intrinsically and seek feedback which will help them to engage with their subject in a 'deep' way. Implications of the findings for theory and practice are discussed.

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Crossref · 10.1080/03075070120099368

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45 of 45 references verified0 citation errors · 0 not checkable

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  • Receiving grades in a frame of mind focused on knowing where one stands can enhance the seeking of strategies for improvement, especially if criteria for allocation of grades are understood.

    “Receiving grades in this frame of mind was found to enhance the seeking of strategies for improvement, especially if criteria for allocation of grades are understood [26, 36].”

    From Guidelines: The do’s, don’ts and don’t knows of feedback for clinical education. (2015) · cites this paper as [36]

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Authors
Higgins, R., Hartley, P., & Skelton, A.
ORCID
Higgins, Richard
Venue
Studies in Higher Education
Publisher
Informa UK Limited
Published
2002-02
Volume
27
Issue
1
Pages
53-64
ISSN
  • 0307-5079 (ISSN-L)
  • 1470-174X
DOI
10.1080/03075070120099368
OpenAlex
W2133755076
Semantic Scholar
c02ffa7b9f05eb6e3eaf492915ddd0b938790e4c
Cited by
795
References
45
Citations by year
2026: 6 · 2025: 18 · 2024: 18 · 2023: 22 · 2022: 16 · 2021: 30 · 2020: 50 · 2019: 45 · 2018: 31 · 2017: 38 · 2016: 46 · 2015: 125 · 2014: 53 · 2013: 41 · 2012: 51
FWCI
58.36
Type
journal article
Language
en
Open access
closed
Locations
Studies in Higher Education (publishedVersion)
Topics
  • Social Sciences › Education › Student Assessment and Feedback
  • Social Sciences › Education › Evaluation of Teaching Practices
  • Social Sciences › Education › Higher Education Practises and Engagement
Keywords
assessment feedback, formative assessment, deep learning, student perceptions of feedback, intrinsic motivation, extrinsic motivation, GRADE, constructivist learning theory, student engagement, university teaching

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