摘要：This report describes some of the major outcomes of a GEES Subject Centre Small-Scale Project, run in the 2007–08 academic year, where first-year undergraduate students in Geography were provided with feedback on an assessed essay in one of eight different styles. These different feedback styles were evaluated by students through pre- and post-session anonymous questionnaires. This report makes a preliminary evaluation of students’ responses to these different feedback styles and considers the implications of these styles for student learning.
