What does student-led teaching award data tell us about student perceptions of good feedback?

Student-Led Teaching Awards (SLTAs) are well-established within the Scottish higher education sector as a way to recognise and celebrate teaching excellence. Students provide statements in support of their nomination, with decisions on awards focused on the quality of nomination statements rather than the number of nominations. Because of the emphasis on the quality of nomination statements, SLTAs provide a valuable source of evidence to understand students’ views on teaching and specifically for the purposes of this research, on feedback from assessment. The project drew on an analysis of recent SLTA data from 10 students’ associations. Just under 5,000 nominations were received and reviewed, and of these an illustrative sample of 318 nominations from across the 10 institutions was used to analyse and explore the weighting of different aspects of feedback. The focus of the analysis was on interpreting perceptions of ‘good’ feedback as expressed by students through their qualitative nomination statements and identifying key themes.