Challenges to Providing Effective Feedback

by Jessie L. Moore

October 20, 2022

60-Second SoTL – Episode 8

This week’s episode features a recent article from the open-access journal, Teaching & Learning Inquiry, and explores instructors’ perspectives on challenges to providing effective feedback:

Paris, Brit M. 2022. “Instructors’ Perspectives of Challenges and Barriers to Providing Effective Feedback.” Teaching and Learning Inquiry 10. https://doi.org/10.20343/teachlearninqu.10.3

View a transcript of this episode.

The episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University.

Read More about Effective Feedback Processes

  • Agius, Natalie M., and Ann Wilkinson. 2014. “Students’ and Teachers’ Views of Written Feedback at Undergraduate Level: A Literature Review.” Nurse Education Today 34 (4): 552–559. https://doi.org/10.1016/j.nedt.2013.07.005
  • Boud, David, and Elizabeth Molloy. 2013. “Rethinking Models of Feedback for Learning: The Challenge of Design.” Assessment and Evaluation in Higher Education 38 (6): 698–712. https://doi.org/10.1080/02602938.2012.691462
  • Carless, David, and David Boud. 2018. “The Development of Student Feedback Literacy: Enabling Uptake of Feedback.” Assessment and Evaluation in Higher Education 2938 (May): 1–11. https://doi.org/10.1080/02602938.2018.1463354 [Open Access]
  • Carless, David, and Naomi Winstone. 2020. “Teacher Feedback Literacy and Its Interplay with Student Feedback Literacy Feedback Literacy.” Teaching in Higher Education, 1–14. https://doi.org/10.1080/13562517.2020.1782372
  • Dawson, Phillip, Michael Henderson, Paige Mahoney, Michael Phillips, Tracii Ryan, David Boud, and Elizabeth Molloy. 2019. “What Makes for Effective Feedback: Staff and Student Perspectives.” Assessment and Evaluation in Higher Education 44 (1): 25–36. https://doi.org/10.1080/02602938.2018.1467877 [Open Access]
  • Eli Review. n.d. “Feedback and Improvement: Becoming a Better Writer by Helping Other Writers.” https://elireview.com/content/students/feedback [Open Access]
  • Eli Review. n.d. “The Pedagogy: Feedback and Revision.” https://elireview.com/learn/pedagogy/ [Open Access]
  • Henderson, Michael, Tracii Ryan, and Michael Phillips. 2019. “The Challenges of Feedback in Higher Education.” Assessment and Evaluation in Higher Education 44 (8): 1237–52. https://doi.org/10.1080/02602938.2019.1599815
  • Henderson, Michael, Tracii Ryan, David Boud, Phillip Dawson, Michael Phillips, Elizabeth Molloy, and Paige Mahoney. 2019a. “The Usefulness of Feedback.” Active Learning in Higher Education, September, 146978741987239. https://doi.org/10.1177/1469787419872393 [Open Access]
  • Henderson, Michael, Michael Phillips, Tracii Ryan, David Boud, Elizabeth Molloy, and Paige Mahoney. 2019b. “Conditions That Enable Effective Feedback.” Higher Education Research and Development 38 (7): 1–16. https://doi.org/10.1080/07294360.2019.1657807 [Open Access]
  • To, Jessica. 2021. “Using Learner-Centred Feedback Design to Promote Students’ Engagement with Feedback.” Higher Education Research and Development, February, 1–16. https://doi.org/10.1080/07294360.2021.1882403
  • Winstone, Naomi E., and David Carless. 2019. Designing Effective Feedback Processes in Higher Education. Abingdon: Routledge.

Read More about Feedback from CEL’s Blog

Image of a person's hand holding up a phone displaying OpenAI's website home page, which reads: "Introducing ChatGPT. We've trained a model called ChatGPT which interacts in a conversational way. The dialogue format makes it possible for ChatGPT to answer followup questions, admit its mistakes, challenge incorrect premises, and reject inappropriate requests." An accompanying quote from the blog post says the following: "I found these students to be aware of how AI works and knowledgeable of potential benefits to their lives and potential pitfalls to overreliance."

Student-Reported Benefits and Tensions about Generative AI in Academics: Part 1

My ongoing exploration of how generative AI might be used in assessment practices has revealed some benefits to teaching and learning, some drawbacks, and some tensions. Sharing this exploration through these blog posts and having numerous discussions about higher education…

Two women look at computer screen while another is on her own computer. "Students are ready to step up to the challenges of using generative AI if they are provided appropriate guidance”

Utilizing a Framework for Artificial Intelligence-Supported Assessments: Part 2

In December I introduced a framework to support faculty with the complexities of incorporating generative AI into their assessments. One feature of this framework encourages the consideration of separating assessment components into AI-active and AI-inactive sections to better articulate expectations…

An image featuring a photo of the cover of Grading for Growth by David Clark and Robert Talbert. The image is labeled as Center for Engaged Learning Book Review. A pull quote from reviewers Eric Hall and Kristina Meinking says the following: Grading for Growth offers a refreshing blend of theory and practice with its process-based, user-oriented, and realistic framing for change and experimentation.

Keep It Simple: Strategies for Adopting Alternative Grading Practices to Enhance Student Learning

Clark, David and Robert Talbert. 2023. Grading for Growth: A Guide to Alternative Grading Practices That Promote Authentic Learning and Student Engagement in Higher Education. New York: Routledge. Grades and grading have long plagued students and instructors alike. Faculty frequently…

A photo containing a visual of a robot arm with the following quotation: The preliminary data analyzed about using this framework shows some promise for its effectiveness to encourage faculty and students to use generative AI in productive and educative ways.

Utilizing a Framework for Artificial Intelligence-Supported Assessments: Part 1

In my previous blog post, I introduced a framework developed to assist faculty with incorporating generative AI, such as ChatGPT, in their assessments. I also shared an artificial intelligence-supported assessment (AI-SA) and some of my thinking underlying its structure and…

Posted in:

Tagged: