Abstract

Increasingly, attention is being turned toward the actions of students in relation to feedback. This paper presents the outcomes of a questionnaire study researching what undergraduate and postgraduate architecture students perceive as the purpose of feedback, how they use feedback on their coursework, and what makes them more likely to act on it. An overarching theme in their conception of feedback’s purpose was that of a guide for improving coursework and learning. Two key dimensions that facilitated use over the longer term were feedback being generative and informing their working methods. The study revealed students engaging in a range of strategies with both formative and summative feedback to prioritise their next work; these could form the basis of facilitating wider adoption of these methods across the student body. There were similarities, but also substantial differences, between how undergraduate and postgraduate students reported perceiving and utilising feedback, which may have impact on feedback provision to enhance uptake and use. Whereas undergraduate students saw feedback’s purpose in terms of directing improvement, postgraduates were more likely to see their own role in the process. Postgraduates were more likely to question feedback’s validity over the longer term.

摘要

越来越多的注意力转向学生在反馈方面的行为。本文介绍了一项问卷调查的结果，该调查研究了本科和研究生建筑专业学生认为反馈的目的是什么，他们如何在课程作业中使用反馈，以及是什么让他们更有可能采取行动。他们对反馈目的概念的一个总体主题是改进课程作业和学习的指南。促进长期使用的两个关键维度是反馈的生成性和告知他们的工作方法。该研究表明，学生们采用了一系列具有形成性和总结性反馈的策略来优先考虑他们的下一项工作；这些可以构成促进在整个学生群体中更广泛地采用这些方法的基础。本科生和研究生报告感知和利用反馈的方式有相似之处，但也有很大差异，这可能会影响反馈的提供，以提高接受和使用。本科生在指导改进方面看到了反馈的目的，而研究生更有可能看到自己在这个过程中的作用。从长远来看，研究生更有可能质疑反馈的有效性。