The feedback I want versus the feedback I need: Investigating students' perceptions of feedback

Getting feedback on assignments is a ubiquitous educational experience. Researchers have typically described the process in one of two ways—feedback as transmission information from more knowledgeable other to learner or student-centered dialogue. The present study highlights gap between theory and practice by comparing undergraduate students' perceptions purpose preferred content views academics. To measure preferences about feedback, we administered survey 80 students large research university United States. We also analyzed genuine subset those received part their authentic classroom assignments. Overall, results suggest shared understanding However, do not necessarily want receive that reflects purposes. Theoretical practical implications this misalignment actual experiences with are discussed.