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The feedback that students receive on their assignments has been subject to a great deal of debate in universities across the globe. Whereas academics regularly complain that students do not engage with feedback by citing uncollected coursework, students repeatedly protest about the timeliness and quality of feedback, citing illegible, overly critical and a lack of verbal feedback. In this article we report on the findings of feedback practices from a survey of 308 undergraduate students studying combined degree programmes of Politics, History and International Relations at two British universities. This article seeks to offer a clearer understanding of the feedback practices that students want and from the analysis of the research findings we offer a range of strategies for improving feedback practices.
CiteULike organises scholarly (or academic) papers or literature and provides bibliographic
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