The project team have authored a journal article titled ‘The usefulness of feedback‘, which is published in the journal Active Learning in Higher Education. The article draws on survey data from undergraduate students, which were collected during the first phase of the Feedback for Learning research project. Students’ data are disaggregated by mode of study, citizenship of enrolment and year of study, to explore their experiences of feedback usefulness both before and after assessment submission. Overall, students were positive about feedback; however, this perception decreased according to their year level. Comparisons between online and international students also revealed key differences. A conclusion is that undergraduate students cannot be treated homogeneously, and educators need to attend to the feedback experiences of different student groups as they progress through their programme.
