What is it about?

This work aims to evaluate the relationship between students’ expectations and perception of feedback, especially electronic, and the disciplinary area of study in HE. Students (n = 1017) across different courses were surveyed and categorised into five disciplinary clusters: Science, Technology, Engineering and Mathematics; Business and Accounting; Art and Design; Media and Languages; and Psychology and Social Care. Perceived relevance as well as the most pertinent features and expectations of the quality of electronic feedback for students varies according to disciplinary cluster and thus closely aligns with a specific cluster’s learning and teaching practices.

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Why is it important?

The findings of this study may help institutions to reflect on the role of electronic feedback as part of their ongoing assessment practice and how teaching in the different disciplines may result in different understandings of the value of electronic feedback.


This paper shares light in how students perceived online assessment and how this should be linked to teaching practice. Assessment should be as connected as possible to how students learn and how teachers teach in the subject. The less connected it is the less students will find it relevant.

Diogo NovaCasanova
University of West London

Read the Original

This page is a summary of: Students’ perceptions of the value of electronic feedback—Does disciplinary background really matter?, British Journal of Educational Technology, September 2019, Wiley, DOI: 10.1111/bjet.12881.
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