Feedback Practices Research Articles

Building Trust Through Feedback: A Conceptual Framework for Educators

Trust is fundamental for effective student engagement with feedback in higher education. This study aimed to develop a conceptual framework delineating the specific instructor practices and learning environment conditions that facilitate trustful feedback processes. Open-ended survey responses from higher education instructors (n=147) were analysed using a qualitative methodology. Analysis revealed three key environmental conditions for building trust-based relationships: positive non-judgment; inclusion, community, and constructive interdependence; and dialogue and discussion. Three instructor feedback practices were found to promote student agency: showing empathy and sensitivity to student identities, communicating high expectations, and promoting student self-evaluation. These relationship- building conditions and agency-promoting practices operate synergistically, as represented by our framework of Building Trust Through Feedback. By continuously cultivating this interplay of environmental and relational factors, instructors can engender greater reciprocity, vulnerability, and growth during the feedback process. The proposed framework provides guidance on trust-building pedagogies that enhance student engagement and learning. Further research should explore student perspectives on practices that build trusting instructor-student relationships.

Peer feedback in higher education: student perceptions of peer review and strategies for learning enhancement

ABSTRACT This article explores student perceptions and experiences of peer review, the influences on potential feedback uptake, and the value attributed to discourse and collaborative learning processes in personal development. Higher education is increasingly promoting active student engagement in feedback, yet perceptions of the quality of feedback experiences, as voiced in evaluations and national student surveys, appear to contradict this movement’s aims, calling into question the effectiveness of current practice. This article aims to contribute to the development of dialogic feedback approaches by identifying potential barriers and enablers to effective peer review, with this insight significant for improving student learning experiences. Based on a qualitative study and thematic analysis of formative peer review practice by undergraduate students, it found that peer reviews are valued as a dialogic feedback practice because they encourage independent learning, and that they offer significant value in developing critical thinking skills and self-reflection. Key student engagement factors include constructive learning environments, emotional management, tutor-student power relations, and iterative cycles of developmental learning. The theoretical and practical implications of these findings are discussed. The article contributes novel strategies for advancing peer review practice and embedding dialogic feedback within higher education to increase student agency over their own learning.

Understanding the place and value of GenAI feedback: a recognition-based framework

Generative Artificial Intelligence (GenAI) systems demonstrate impressive capabilities in providing various forms of feedback. However, claims to its potential overlook a fundamental aspect of effective feedback between humans: recognition between teacher and student. This paper critically examines the role of GenAI in providing feedback within higher education contexts, drawing on both the established feedback literature and philosophical work on recognition. Effective feedback is predicated on trusting and respectful relationships, which are in turn grounded in mutual recognition of shared vulnerability and agency. GenAI systems, lacking the capacity for genuine recognition, operate outside of this relational framework. Therefore, while valuable, GenAI feedback cannot fully replicate the pedagogical efficacy of human-provided feedback. However, the limitations of GenAI feedback may at the same time offer unique pedagogical opportunities. We propose that GenAI systems can provide a unique environment for students to receive and engage with feedback. This environment may help students build confidence and prepare for more meaningful engagement in recognitive feedback practices with peers and teachers. We therefore propose a novel framework distinguishing between “recognitive” and “extra-recognitive” feedback. This distinction allows for a more nuanced analysis of GenAI’s potential in feedback, offering a means of appropriately integrating GenAI into pedagogical practice.

Exploring Feedback and Assessment Practices: Perspectives from Prospective Teachers

Assessment and feedback are essential components of teaching and learning, serving as tools to evaluate progress, guide improvement, and enhance student outcomes. This study examines prospective teachers' perceptions of assessment and feedback in the teaching-learning process. Using purposive sampling, eight prospective teachers from a private college in Karachi, Sindh, participated in the research. Data were collected through semi-structured interviews guided by an interview protocol and analyzed thematically. The findings revealed four key themes: assessment, formative assessment, summative assessment, and feedback. Participants identified both formative and summative assessments as effective tools for evaluating students' learning and progress. Additionally, timely and actionable feedback emerged as a crucial element in enhancing students' academic performance. The study highlights the significant role of assessment and feedback in fostering a productive learning environment. Based on the results, it is recommended that teacher educators refine their practices by integrating well-structured formative and summative assessments alongside consistent, constructive feedback to better prepare prospective teachers for their roles.

Evaluating datafied time: exploring the multiple temporalities of teachers’ work with digital assessment

ABSTRACT The recent emphasis of educational policies on the development of AI tools for education is aimed to save teachers’ time of mundane and repetitive tasks for meaningful pedagogical practices. These so-called burdensome tasks (e.g. students’ roll-in presences, plagiarism detection, feedback, and grading) which are incorporated within platform infrastructures and delegated to algorithms are heavily data-driven. This paper explores the question of how data-driven automated processes of evaluation govern teachers’ evaluative practices with respect to professional judgement and decision-making by producing plural temporalities. This paper empirically scrutinizes how teachers conduct evaluative practices through digital evaluation embedded in the Moodle platform, in which practices of correction, grading and feedback giving are partially automated. By analysing the screen recordings of ten digital tests from the moment of genesis until the moment they are archived, as well as a group discussion with teachers, we identify that one of the significant performances of automated grading in student evaluation is to condense teachers’ correction time and produce immediate results. This, however, is only made possible through the extensive data work that teachers need to do while making a test.

An investigation into EFL mentors’ preferred mentoring approaches through feedback practices

PurposeThis case study provides an account of eight mentor teachers’ mentoring approaches based on their reported feedback practices.Design/methodology/approachIn an interpretative phenomenological design, the data were obtained through in-depth individual interviews with mentor teachers in different practicum schools in Istanbul, Türkiye. The study draws upon the mentoring approaches in the literature (Orland-Barak and Wang, 2020), and the mentor teachers’ reports on their feedback behaviors were analyzed accordingly.FindingsDuring the interviews, the mentors’ emphasis on issues such as the use of positive language, encouraging reflection and the evaluative nature of feedback indicated that their feedback behaviors were mainly influenced by personal growth and situated learning mentoring approaches.Practical implicationsThe results suggest that mentors’ awareness on mentoring approaches and how to give feedback should be enhanced. It also suggests that teacher education programs should pay more attention to providing accurate information about mentoring approaches. A more accurately structured evaluation process should be ensured, and mentors should be instructed on how to give constructive feedback through training.Originality/valueThis study contributes to the existing literature by offering a nuanced exploration of mentoring approaches in relation to teachers’ feedback practices.

Padlet: a tool for fostering collaborative learning and feedback literacy in dental education.

While health professions education has embraced collaborative and co-creative learning approaches, the integration of digital technologies into feedback practices remains limited, especially in undergraduate dental education. This study investigated the impact of Padlet, a digital pinboard, on collaborative learning and feedback literacy among undergraduate dental students during a formative assessment activity guided by Nicol and MacFarlane's feedback principles. A convenience sample of 39 Year 3 dental students (25 women and 14 men, mean age = 22) enrolled in a Bachelor of Dental Surgery program at a private dental school in Malaysia participated in a week-long Padlet-based peer feedback activity focused on periodontics. Thematic analysis was conducted on student interactions and reflections collected from Padlet posts and individual student reflections. The study yielded promising outcomes. Padlet's asynchronous and anonymous nature fostered in-depth discussions, broader participation, and constructive feedback. Students reported a boost in confidence, increased engagement, and a sense of camaraderie. Thematic analysis revealed the successful application of Nicol and MacFarlane's feedback principles, including clarifying expectations, promoting self-assessment, facilitating teacher-student dialogue, and encouraging reflection and action. The findings of this study suggest that Padlet, with its unique features, offers a valuable tool for educators seeking to foster collaborative learning and feedback literacy in dental education. Padlet's affordances can significantly enhance collaborative learning and feedback literacy, promoting a trusting environment for student-centered learning and self-regulation in dental education. The study's findings suggest that Padlet can foster cognitive flexibility, allowing students to consider multiple perspectives and adapt their thinking. The platform's asynchronous nature and anonymity feature appeared to contribute to a sense of community and psychological safety, fostering trust among students. The findings of this study have practical implications for educators seeking to implement effective feedback practices and leverage technology to create engaging learning experiences that foster trust, collaboration, and, ultimately, student success.

A qualitative exploration of feedback experience among final-year physiotherapy students using activity theory

BackgroundFeedback is an important part of learning, however, it often does not have the desired effect. Much work has been done exploring students’ engagement with feedback and factors which may impact engagement. Mutual understanding of feedback and feedback practice on the part of the student and educator is essential.MethodsThis study explored the perceptions of feedback of final-year physiotherapy students at Stellenbosch University (South Africa). Twelve semi-structured interviews were conducted to generate data. Cultural-historical activity theory was used as an analytic lens in the data analysis.ResultsStudents understood feedback to be a continuous, bidirectional conversation in which they were actively involved. Students recognised their agency in feedback practice. Despite their understanding, their agency was often undermined by factors such as the environment, context and most notably the perceived positioning and relationships between students and educators. Educators who were perceived as credible and created a safe psychosocial space had a positive influence on the students’ perception of feedback.ConclusionsStudents’ perceptions of feedback and their engagement was the product of a complex and dynamic interplay of factors. While students recognise their agency, this may be hindered by relationships and the design of feedback in the curriculum. As educators, one must consider how we contribute to this and enable students to activate and use their agency in feedback practice.

Enhancing Healthcare Efficiency at Almasara Hospital: Distributed Data Analysis and Patient Risk Management

This study presents a distributed system using RAY, K-means clustering, and Weka software to analyze clinical data from Almasara Hospital Group in Tripoli, Libya. The goal is to reduce patient risk and healthcare costs by providing daily feedback to hospital staff. The system utilizes a dataset containing information on 560 patients, including details like patient ID, gender, doctor ID, test IDs, medication, and a binary target variable. By implementing K-means clustering in Weka, the system categorizes patients and identifies patterns to reduce risks and costs for healthcare analytics. The study first reviews existing patient care and feedback practices and then details the implementation of the daily feedback system, which involves advanced data analysis for managing patient feedback and medical data continuously. The use of K-means clustering helps segment patient data, pinpointing specific risk factors and areas for improvement. Weka software aids in the in-depth analysis of these segments, leading to actionable insights. Results show significant improvements in patient outcomes, reduced hospital-acquired infections, and medication errors, and enhanced patient satisfaction scores. Moreover, the study notes a substantial decrease in overall healthcare costs due to more efficient resource allocation and lower hospital readmission rates. This integration of daily feedback with advanced data analysis tools like K-means and Weka emerges as an effective strategy for improving patient safety and operational efficiency in healthcare settings, demonstrating the value of data-driven decision-making and providing a scalable model for other hospitals aiming to enhance patient care and cost management.

The student feedback literacy instrument (SFLI): multilingual validation and introduction of a short-form version

Feedback literacy is gaining recognition as a key concept for understanding how engage with and learn from feedback in higher education. This study presents validity evidence for a refined version of the Student Feedback Literacy Instrument (SFLI), designed to measure the construct across two dimensions—feedback attitudes and feedback practices—in German, English, and Turkish. We developed both a full-length and a short-form version (SFLI-S). Using confirmatory factor analyses on different student samples (N total= 1424), we confirmed the two-factor structure across languages, supporting the model of feedback literacy comprising of attitudinal and behavioral components. Associations with related constructs further support the instrument’s convergent validity. As a psychometrically sound, multilingual instrument, the SFLI can facilitate cross-cultural feedback literacy research and provide a valuable tool for research and educational practice. The SFLI-S offers an economical alternative, enabling wider integration into studies on how students engage with feedback.

Development of a laboratory-based learning model via digital platform environment

The online teaching and learning method can implement synchronous and asynchronous processes for theory courses using digital platforms through digital education systems. Implementing online teaching and learning for laboratory courses presents challenges, as synchronous is infeasible due to the requirement for specialized tools, equipment, and experimental materials. An asynchronous teaching and learning model can be used instead. In this study, we proposed an Asynchronous online teaching and learning model tailored for practice laboratory-based courses in engineering and technology education. This model is named “Development of a Laboratory-Based Learning Model via a Digital Platform Environment.” This model is proposed based on the student-feedback interaction model, and called the online feedback practice model. The proposed model is experimented with teaching and learning laboratory-based subjects. The experiment involved two groups of 200 students, including 100 students in the control group (face-to-face practice) and 100 students in the experimental group (online feedback practice). Both groups participated in a final evaluation through direct in-class assessments. The research results demonstrated that the model yields higher effectiveness than the traditional method, based on evaluating statistical analysis to compare average scores, outcomes, achievement rate, and assignment completion rate of two student groups. The model also gathered feedback from instructors teaching in the same field regarding the course's learning outcomes, which have been validated to meet AUN-QA standards. The survey results are also statistically evaluated and calculated through means, variances, standard deviations, and hypotheses using t-tests to demonstrate the effectiveness of the proposed model.

Tapping into teacher feedback in digital storytelling: Learning outcomes, emotions, and perceptions

With the existing research gap regarding the validation of the effects of teacher feedback, the relatively limited exploration of the correlation between teacher feedback and speaking performance, and the inadequate examination of emotions, this study endeavored to investigate the efficacy of teacher feedback in digital storytelling among learners of English as a foreign language (EFL). Emphasis is placed on speaking performance, emotions, perceptions among high and low achievers, and teacher reflections. Employing a mixed-methods approach, the research design incorporated data from pre-/post-tests of digital storytelling, student responses to an emotion questionnaire, student perceptions of teacher feedback, and teacher reflections on feedback practices. The findings demonstrated that teacher feedback not only significantly impacted students’ speaking performances throughout the digital storytelling process but also played a key role in regulating their emotions. Both high and low achievers exhibited predominantly positive emotions during digital storytelling and creation. However, high achievers demonstrated greater sensitivity to competitive pressures, contributing to slight differences in emotional experiences between the two groups. Furthermore, low achievers displayed a greater desire for feedback and derived more substantial benefits, particularly in the areas of image selection and arrangement. Based on teacher reflections, feedback types were focused on adjusting chosen storybooks (including storyline development and image/illustration design), establishing fulfillment criteria, ensuring equitable distribution of work and presentation within each group, and addressing pronunciation concerns.

Feedback Practices on Young Students’ Oral Reading: A Systematic Review

When beginning readers read aloud, the teacher’s feedback affects their reader identities. Teacher’s feedback may also imprint a strong model of what reading is and what proficient readers do. This systematic review investigates the characteristics of teachers’ feedback on elementary students’ reading and furthers its potential to support students’ agency in learning to read. A total of 52 empirical studies in K–5 settings were identified and analyzed. Findings suggest clear associations between how feedback was presented and what aspects of reading were targeted: typically, either explicit feedback on decoding or implicit feedback on meaning. Further, support for student agency was more strongly associated with implicit feedback practices. Finally, two groups of students—struggling readers and L2 learners—tended to receive feedback that does not promote agency. The review concludes by discussing the potential of feedback practices to support students in becoming proficient and independent readers.

Evaluating feedback frequency preference and its relation to task performance.

Many researchers have evaluated how characteristics of feedback may influence trainee performance, but relatively little attention has been allocated to directly assessing trainee preference for feedback characteristics and its relation to performance. Thus, the primary purpose of this study was to use a within-subject experimental design to directly assess trainee preference for the frequency of feedback and its relation to task performance. A secondary objective was to evaluate how trainee preferences varied across specific task components based on component complexity. Thirty-five undergraduate students completed two arbitrary tasks and were given the opportunity to request feedback after each component of the task. For 85.71% of our participants, an inverse relation was observed between preference for feedback frequency and task performance. Participants requested feedback less often as performance improved. Feedback preferences also varied with the complexity of each component of the task. Implications for training, supervision, and feedback practices are discussed.

Constructivist Feedback Practices: A Comparative Study of Chemistry Teaching in Cambodian General Public and New Generation Schools

Considering chemistry teaching from a constructivist perspective, students learn abstract and complex concepts through the mutual construction between teacher and student dialogue, including teacher feedback. The teachers’ feedback to students during the question-answer exchange greatly influences students’ knowledge construction. New Generation Schools (NGS) was initiated in Cambodia in 2016 by mandating constructivist learning in education reform. In that process, this comparative study measured the different changes in the performance of Chemistry teachers’ feedback between General Public Schools (GPS) and NGS. Six chemistry teachers from GPS and three from NGS volunteered to audio-tap and videotape their lessons. Verbal transcriptions of teachers’ questions and statements were analyzed interpretively using the framework by Chin (2006) as an analytical lens. The commonality was that both groups provided neutral feedback on students’ correct answers. Thus, NGS teachers challenged students to provide the reason for those correct answers. The difference was that GPS teachers typically used directed feedback, whereas NGS teachers facilitated feedback by responding to students’ insufficient answers. Various forms of feedback in this study could serve as a practical framework, supplementing Chin's model and being utilized in professional development courses in Cambodia or elsewhere. The implication was that teachers armed with this practical feedback framework could confidently enhance their feedback strategies within the constructivist learning approach.

AI-Driven Tools in Providing Feedback on Students’ Writing

Artificial Intelligence (AI) has seen substantial progress in recent years, establishing itself as a crucial element in diverse sectors, particularly education. Providing feedback is one of the key areas where AI has made a notable impact, and it is essential for fostering students’ learning, particularly in developing writing skills. Feedback in writing represents a critical component of effective teaching practices, and AI introduces innovative approaches to enhance its delivery and impact. This systematic review rigorously examines the existing body of literature on the use of AI in educational feedback systems. By synthesizing findings from scholarly research, the review explores the effectiveness, challenges, and prospects of AI-driven feedback mechanisms. The studies illustrate the potential of AI to deliver personalized, timely, and constructive feedback while also addressing challenges such as integrating AI tools into diverse pedagogical contexts and their applicability across various educational levels. Furthermore, the review identifies significant gaps in the current literature and suggests directions for future research to optimize AI-powered feedback for improving students’ writing abilities. This study aims to serve as a valuable resource for educators, researchers, and policymakers striving to harness the potential of AI in enhancing feedback practices.

Understanding Mentors’ Beliefs and Practices of Feedback during Pre-Service EFL Teachers’ Teaching Practicum

Understanding Mentors’ Beliefs and Practices of Feedback during Pre-Service EFL Teachers’ Teaching Practicum

Teaching translation online: A Community of Inquiry study

This study explores learning and assessment practices in online translation teaching in the changing educational settings. Using the Community of Inquiry (CoI) model as a framework, it aims to present a comprehensive list of recommendations for creating and implementing teaching, learning and assessment practices for online translation courses. This paper reports on the results of the CoI survey carried out with learners enrolled in an online translation program. The survey was conducted to understand the learners’ perception of teaching, social, and cognitive presence in their learning experience. The participants were also asked to provide feedback on specific course components, i.e., tasks, assignments, and elements such as syllabus, instructor feedback, and reflective practice, concerning their impact on achieving course objectives. The findings highlight the importance of creating teaching, social, and cognitive presence in online translation teaching environments. Given the interconnected nature of learning and assessment activities in online education, these presences not only create an effective learning environment but also improve the assessment of learners’ performance. While the findings are based on a small online community and may not be universally applicable, they can serve as a starting point for evaluating existing curricula and launching new online programs in translation. Keywords: Online education, translator training, translation teaching, Community of Inquiry

Assessing student perceptions and use of instructor versus AI‐generated feedback

AbstractDespite the growing research interest in the use of large language models for feedback provision, it still remains unknown how students perceive and use AI‐generated feedback compared to instructor feedback in authentic settings. To address this gap, this study compared instructor and AI‐generated feedback in a Java programming course through an experimental research design where students were randomly assigned to either condition. Both feedback providers used the same assessment rubric, and students were asked to improve their work based on the feedback. The feedback perceptions scale and students' laboratory assignment scores were compared in both conditions. Results showed that students perceived instructor feedback as significantly more useful than AI feedback. While instructor feedback was also perceived as more fair, developmental and encouraging, these differences were not statistically significant. Importantly, students receiving instructor feedback showed significantly greater improvements in their lab scores compared to those receiving AI feedback, even after controlling for their initial knowledge levels. Based on the findings, we posit that AI models potentially need to be trained on data specific to educational contexts and hybrid feedback models that combine AI's and instructors' strengths should be considered for effective feedback practices. Practitioner notesWhat is already known about this topic Feedback is crucial for student learning in programming education. Providing detailed personalised feedback is challenging for instructors. AI‐powered solutions like ChatGPT can be effective in feedback provision. Existing research is limited and shows mixed results about AI‐generated feedback. What this paper adds The effectiveness of AI‐generated feedback was compared to instructor feedback. Both feedback types received positive perceptions, but instructor feedback was seen as more useful. Instructor feedback led to greater score improvements in the programming task. Implications for practice and/or policy AI should not be the sole source of feedback, as human expertise is crucial. AI models should be trained on context‐specific data to improve feedback actionability. Hybrid feedback models should be considered for a scalable and effective approach.

Does teachers’ self-reported growth mindset ensure growth mindset-oriented feedback practices in the classroom?

This study examined the congruence/incongruence between teachers’ self-reported mindset beliefs and their actual teaching practices within the framework of implicit theories of intelligence. A total of 226 middle school teachers (65.90% female, average age = 31.70 years, SD = 5.03; average education year = 16.23, SD = 1.49; average teaching experience = 6.52 years, SD = 4.17) from Shanghai City, mainland China, completed the growth mindset inventory (GMI) for measuring self-reported growth mindset beliefs and underwent classroom observations, which recorded the frequency of their growth mindset-oriented feedback practices while teaching. Subsequently, the 20 teachers with the most extreme GMI scores (i.e., the 10 teachers with the highest scores and the 10 teachers with the lowest scores from this initial pool) were invited to take part in semi-structured interviews to understand the reasons behind the possible congruence/incongruence. Interesting results were found. First, the results of the spearman correlation and multiple regression analyses suggested incongruence between teachers’ self-reported mindset beliefs and their actual feedback practices in real classroom settings for those with growth and neutral mindsets but congruence for those with fixed mindsets. Second, the results of the semi-structured interviews further illustrated that whether teachers demonstrated congruence/incongruence in their growth mindset beliefs and actual growth mindset-oriented feedback practices in the classroom was influenced by contextual factors such as institutional policies, cultural orientations, community expectations, and the general educational competition environment. These findings contribute to a deeper understanding of the factors influencing the alignment between mindset beliefs and teaching practices, which highlight the need for addressing these discrepancies in teacher development programs.