Abstract
This study contributes to the need for context-specific research into student feedback in higher education by investigating student experiences of receiving feedback in initial teacher education programs. A phenomenological case study methodology was used to investigate students' satisfaction with assessment-based feedback and their perspectives of its value. Findings show that students value pre-assessment feedback as it has high utility and can be acted upon. Feedback is personal and emotional. Students relayed instances where they chose not to adopt feedback because of its tone, poor timing, or generic nature. These findings are important for teachers, markers and systems administrators when leading assessment practices and understanding what students value when receiving feedback, particularly at a time when online and asynchronous learning is gaining momentum and artificial intelligence is increasingly used to provide feedback.
