Feedback provision has been identified in recent student surveys as an area which needs improvement in UK HEIs and, though it has been explored from several perspectives, further insights are needed into the cognitive dimensions of this practice across different disciplines. The present interdisciplinary multiple-case study aims to investigate postgraduate students’ and tutors’ knowledge, perceptions, and beliefs about feedback provision across three different departments. It consists of three cases (2 tutors and 3 students in each one) and uses individual and focus group interviews as primary methods. The outcomes are expected to impact on research and assessment practices in HEIs.
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University of Bath