The effects of emotional backwash in feedback situations: Experiences of UK undergraduate’s

I discuss research from two studies which explored UK undergraduate student’s experiences of assessment and feedback. Study one was an in-depth interview study with 14 final year undergraduates who self-selected examples of what they considered to be ‘good’ and ‘bad’ work and reflected on their perceptions of the feedback. Findings suggested that emotional reactions played a significant part in determining how students acted on the feedback they received and the concept of ‘emotional backwash’ is introduced. Following participant generated drawings and follow up interviews the data and analysis in study two revealed a conceptual six-stage cyclical assessment and feedback model. The model indicated a multifaceted interpretation of the student experience suggesting that a student’s achievement outcome, relative to their pre-determined expectation level, regulates their emotional reaction and subsequent feedback utilisation. I discuss how the grade outcome was an extremely powerful construct which seemed to foster both adaptive and maladaptive emotions and subsequent assessment-related behaviours. In conclusion, I suggest that understanding students’ individual needs through fostering lecturer and student relationships, alongside dialogic feedback opportunities, may help to improve a student’s propensity to utilise the feedback received