Abstract:
Most published literature on the subject reveals that feedback is an essential part of
the assessment process and is vital for student learning. Nevertheless, there is little
research on the perceptions ofvocational teachers and trainers on the purposes and
value of feedback for their students. This study attempted to survey a group of
teachers and HRD professionals all studying for a university degree as to what type of
feedback they preferred and how and when this feedback should be delivered. The
results of the survey showed that all groups, on average, believed that students
wanted quality feedback from their teachers that was timely, set against pre-defined
relevant criteria and delivered either in writing or face to face. Subjects also thought
that quality feedback was a necessary factor for effective learning and both positive
and negative feedback was valuable. Constructive feedback was also perceived to be
more valuable than either grades or marks. Overall, this paper revealed the strength
ofthe teachers and trainers' opinion concerning the provision of quality feedback.
