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Student justice perceptions following assignment feedback.

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Title: Student justice perceptions following assignment feedback.
Authors: Nesbit, PaulL.1 (AUTHOR) paul.nesbit@mq.edu.au, Burton, Suzan1 (AUTHOR)
Source: Assessment & Evaluation in Higher Education. Dec2006, Vol. 31 Issue 6, p655-670. 16p. 5 Charts.
Subject Terms: *Higher education, *Rating of students, *Grading of students, *Learning, *Students, Performance evaluation, Satisfaction, Self-efficacy, Justice
Abstract: In higher education, students are exposed to regular feedback about their performance, and a prominent aspect of students’ attention to feedback concerns the extent to which grades are consistent with what a student has expected to receive. Any discrepancies that arise can result in negative justice perceptions, which research has shown are associated with negative cognitive, emotional and behavioral consequences. However the extent of, and consequences of, these negative justice perceptions within the learning process have gone largely unexplored. This study investigates the relationship between expectation/performance discrepancies, justice perceptions, student satisfaction and self‐efficacy. In particular, we found an interaction between the grade received and negative justice perceptions; poor performers with negative justice perceptions were more likely to have lower subsequent self‐efficacy and satisfaction than those who did not have injustice perceptions. However, self‐efficacy rose for those who had negative justice perceptions if they also received moderate to high performance feedback. The results reflect the complexity of cognitive and behavioral responses to performance feedback. Implications for grading and recommendations for reducing injustice perceptions are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Assessment & Evaluation in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Student justice perceptions following assignment feedback.
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  Data: <searchLink fieldCode="JN" term="%22Assessment+%26+Evaluation+in+Higher+Education%22">Assessment & Evaluation in Higher Education</searchLink>. Dec2006, Vol. 31 Issue 6, p655-670. 16p. 5 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Rating+of+students%22">Rating of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Grading+of+students%22">Grading of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+evaluation%22">Performance evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Satisfaction%22">Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Justice%22">Justice</searchLink>
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  Data: In higher education, students are exposed to regular feedback about their performance, and a prominent aspect of students’ attention to feedback concerns the extent to which grades are consistent with what a student has expected to receive. Any discrepancies that arise can result in negative justice perceptions, which research has shown are associated with negative cognitive, emotional and behavioral consequences. However the extent of, and consequences of, these negative justice perceptions within the learning process have gone largely unexplored. This study investigates the relationship between expectation/performance discrepancies, justice perceptions, student satisfaction and self‐efficacy. In particular, we found an interaction between the grade received and negative justice perceptions; poor performers with negative justice perceptions were more likely to have lower subsequent self‐efficacy and satisfaction than those who did not have injustice perceptions. However, self‐efficacy rose for those who had negative justice perceptions if they also received moderate to high performance feedback. The results reflect the complexity of cognitive and behavioral responses to performance feedback. Implications for grading and recommendations for reducing injustice perceptions are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Assessment & Evaluation in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=21007458
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        Value: 10.1080/02602930600760868
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        Text: English
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      – SubjectFull: Grading of students
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              M: 12
              Text: Dec2006
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              Y: 2006
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