The mythology of feedback
Abstract
Much of the general education and discipline-specific literature on feedback suggests that it is a central and important element of student learning. This paper examines feedback from a social process perspective and suggests that feedback is best understood through an analysis of the interactions between academics and students. The paper argues that these two groups will have their own mythology of feedback and that this will inform their beliefs, attitudes and behaviours in the feedback process. Where there are different mythologies, the outcome will be dissonance. The paper reports on a study in which a 15-item questionnaire was distributed to academics and students in a School of Law and a School of Management. Responses were received from 91 academics and 1197 students. The data suggests that academics and students have different perceptions of feedback and this creates dissonance as the two groups offer different interpretations of the same feedback events.
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Myths about feedback already exist in the minds of teachers and students.
“Given the myths about feedback that already exist in the minds of teachers and students (Adcroft, 2011), this presents a considerable communication challenge.”
From Rethinking models of feedback for learning: the challenge of design (2013) · cites this paper as Adcroft, 2011
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Improving communication for learning with students: expectations, feedback and feedforward
Ley, T., Kisielewska, J., Collett, T., & Burr, S. A. (2019) · MedEdPublish · doi:10.15694/mep.2019.000014.1 · Cited by 2 · see citing works
Ossenberg, C., Henderson, A., & Mitchell, M. L. (2020) · BMC Medical Education · doi:10.1186/s12909-020-02378-w · Cited by 2 · see citing works
Tłuściak-Deliowska, A., & Czyżewska, M. (2019) · The New Educational Review · doi:10.15804/tner.2019.55.1.02 · Cited by 2 · see citing works
Isham, L., Tighe, K., & Fenton, S. (2024) · Social Work Education · doi:10.1080/02615479.2024.2358837 · Cited by 1 · see citing works
- Authors
- Adcroft, A.
- Affiliations
- University of Surrey (GB)
- Corresponding author
- Adcroft, Andy
- Venue
- Higher Education Research & Development
- Publisher
- Informa UK Limited
- Published
- 2011-08
- Volume
- 30
- Issue
- 4
- Pages
- 405-419
- ISSN
- 0729-4360 (ISSN-L)
- 1469-8366
- OpenAlex
- W2008878076
- Cited by
- 121
- References
- 30
- Citations by year
- 2026: 4 · 2025: 5 · 2024: 8 · 2023: 11 · 2022: 2 · 2021: 9 · 2020: 18 · 2019: 11 · 2018: 4 · 2017: 7 · 2016: 13 · 2015: 6 · 2014: 9 · 2013: 8 · 2012: 5
- FWCI
- 35.39
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Higher Education Research & Development (publishedVersion)
- Surrey Research Insight Open Access (The University of Surrey) (submittedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Higher Education Practises and Engagement
- Keywords
- feedback, student learning, law students, business students
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