Abstract
In raising the standards for professional educators, higher educators must be prepared to provide the highest quality feedback on student performance and work products toward improved outcomes. This review of the literature examined the major findings of 70 quantitative, mixed methods, or qualitative studies found in higher education journals across a range of disciplines. Multiple recommendations and results for feedback emerged which fall into the categories described by Susan Brookhart. This review found research for each of Brookhart’s categories, with results indicating differences between the perceptions of adherence to sound feedback practices versus the reality of implementation, the potential for innovative tool use, and a disagreement about the effectiveness of peers for providing effective feedback. Indicators for quality within the research confirmed the importance of commonly accepted standards such as positivity, specificity, timeliness, and encouraging active student participation. Additionally, trends and themes indicated a need for the consistent implementation of the feedback exchange process and flexibility to account for student input/preferences. Greater consistency toward the application of these quality indicators should be undertaken when determining the quality of higher education feedback for preservice teachers prior to undertaking summative licensure assessments.
Highlights
As with public schools, institutions of higher education are facing increased accountability pressures in recent years to assess student performance [1]
It is possible to develop a tool for use in institutions of higher education (IHEs) which can measure the implementation of essential feedback characteristics and provide feedback to faculty regarding the number of quality indicators found in their current practice
This study contributes to the field by identifying quality feedback practice trends which result in the biggest impact for success for students in higher education
Summary
Institutions of higher education are facing increased accountability pressures in recent years to assess student performance [1]. The high-stakes nature of these assessments has caused many EPPs to create formative activities in coursework that are aligned with these summative assessments, allowing candidates to build their capacity toward the successful completion of these assessments throughout a program of study [6,7]. These formative activities (such as planning differentiated lessons or analyzing student data) are embedded into course assignments and provide faculty opportunities to give candidates extensive feedback on their performance with enough time to adjust instruction based on the results. Given that passing scores may be required on the summative assessments to meet licensure requirements, the quality of faculty feedback given to candidates on formative assignments can be critical in assisting candidates with improving their own
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