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Thematic analysis of written assignment feedback: implications for nurse education
Sam Parboteeah1, Mohamed Anwar
1DeMontfort University, School of Nursing and Midwifery, 266 London Road, Leicester, LE2 1RQ, United Kingdom. sparbot@dmu.ac.uk
Nurse Education Today
|April 4, 2009
Summary
This literature review explores written assignment feedback, a crucial element for student learning. Understanding feedback
Area of Science:
- Educational Psychology
- Academic Writing Pedagogy
Background:
- Written assignment feedback is recognized as pivotal for enhancing student learning outcomes.
- In educational contexts, feedback serves to inform students of their performance and guide future academic development.
Purpose of the Study:
- To conduct a thematic review of existing literature on written assignment feedback.
- To examine theoretical frameworks influencing student reception of feedback.
- To analyze student and lecturer perceptions of feedback efficacy.
Main Methods:
- Thematic literature review methodology.
- Analysis of theoretical frameworks related to feedback interpretation.
- Consideration of diverse perspectives on feedback delivery and reception.
Main Results:
- Feedback significantly impacts student learning, necessitating a focus on its quality and delivery.
- Student and lecturer perceptions of feedback vary, highlighting the need for aligned expectations.
- The form and content of feedback are critical determinants of its effectiveness.
Conclusions:
- Effective written assignment feedback requires a deep understanding of its theoretical underpinnings.
- Improving feedback necessitates considering both student and educator viewpoints.
- Strategies for enhancing feedback quality should be developed and implemented to maximize learning.
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