Relationship Between Students’ Perceived Teachers’ Feedback, Assessment for Learning and Learning Approaches

Abstract

The purpose of this study was to explore the relationship between students perceived Teacher Feedback, Assessment for Learning and their Learning Approaches. Higher education institutions are striving to shift from rote memorization towards meaningful and deep learning. This has signified the role of teacher feedback and Assessment for Learning (AfL). However, insufficient studies exist about how students perceived Teacher Feedback contributes in their Learning Approaches through the AfL experiences. Population was comprised on students in private sector universities. The study adopted quantitative cross sectional survey research design. The data were collected using structure questionnaire from 294 university students selected through simple random sampling techniques. The results demonstrated significant positive relationship between Verification, Feedback Directive Feedback, Scaffolding, Praise and Assessment for Learning and Learning Approaches. Verification Feedback found the most frequently received feedback while Teacher Criticism was the least received feedback form. AfL partially mediated the relationship between Students’ Perceived Feedback and their Learning Approaches.