Assessment feedback to enhance student development as effective construction industry practitioners

Assessment feedback has been identified as playing a key role in enhancing student learning and academic success, and effective feedback can also promote selfregulating learners which in turn translates to more effective practitioners. There is a considerable amount of literature concerning assessment feedback, however most of the research is generic and does not focus on the needs of particular academic disciplines, nor of relevant professional practice. For built environment students, assessment feedback can strengthen links between academic learning and professional practice, supporting the development of effective construction industry practitioners. To evaluate assessment feedback within this context, a study focusing on links between assessment feedback and professional practice is being undertaken. Early findings are presented here, based on content analysis of assessment feedback on submitted assignments. Data was analysed using a numeric approach, recording frequency of key words. Findings suggest there is scope to enhance practice via the use of revised documents and thus enhance the student learning experience as well as promoting deep learning and development of reflective practitioners. This preliminary study indicates the need to re-consider wording of key documents provided to students.