Students' and teachers' views of written feedback at undergraduate level: a literature review.
OBJECTIVE
To explore undergraduate students' expectations and teachers' views of written feedback.


METHODS
Narrative literature review.


METHODS
Seven electronic databases were searched for primary research published in English with additional manual searches and reference tracking.


METHODS
Systematic approach to search strategy, selection and appraisal of papers, data extraction and synthesis following Hawker et al.'s (2002) guidelines.


RESULTS
21 studies met the inclusion criteria. Four student themes were identified concerning written feedback: quality, quantity and location of feedback, feed-forward and timeliness. Teachers reported that time pressures, institutional policies, and administrative issues affect feedback provision.


CONCLUSIONS
Rigorous research is needed to gain a better understanding of students' expectations of written feedback. Strategies need to be adopted to meet students' expectations and educate students to take an active role and reflect on the feedback received.
13J Bradmore Road, Oxford OX2 6QP, United Kingdom. Electronic address: nat_agius@yahoo.com.
Natalie M
NM
Agius
Florence Nightingale School of Nursing and Midwifery, King's College London, United Kingdom; Department of Postgraduate Research, Florence Nightingale School of Nursing and Midwifery, King's College London, James Clerk Maxwell Building, 57 Waterloo Road, London SE1 8WA, United Kingdom. Electronic address: ann.wilkinson@kcl.ac.uk.
Ann
A
Wilkinson
D004508:Education, Nursing, Baccalaureate; D004521:Educational Measurement; D005181:Faculty, Nursing; D005246:Feedback; D006801:Humans; D013338:Students, Nursing / Q000523:psychology; D014956:Writing
Annotation; Feedback; Higher education; Nurse education; Students