Feedback in First Year: A Landscape Snapshot

Effective feedback can play a critical role in both supporting transitions and in improving retention due to its potential to foster student motivation, confidence and success in the first year (Tinto 2005, Poulos and Mahony 2008, Nicol 2009, Kift 2015). Feedback has increasingly become the focus of research and HE policy in recent years, partly due to national surveys in the United Kingdom (UK), Australia, Asia and Ireland, which have consistently identified low levels of student satisfaction about feedback practices in HE (Carless 2006, James, Krause and Jennings 2010, Price et al. 2010, Radloff and Coates 2010, HEFCE 2014, Jessop, El Hakim and Gibbs 2014, HEFCE 2015, Mulliner and Tucker 2015).