60-Second SoTL – Episode 16

This week’s episode features an open-access article from Teaching & Learning Inquiry and examines the long-term feedback literacy outcomes of supplementing written feedback with a student-instructor meeting to discuss student-led action plans for improvement:

Hill, Jennifer, and Harry West. 2022. “Dialogic Feed-Forward in Assessment: Pivotal to Learning but not Unproblematic.” Teaching & Learning Inquiry 10. https://doi.org/10.20343/teachlearninqu.10.20

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 Feedback

  • Blair, Alasdair, and Samantha McGinty. 2013. “ Feedback-Dialogues: Exploring the Student Perspective.” Assessment & Evaluation in Higher Education 38: 466–76. https://doi.org/10.1080/02602938.2011.649244.
  • Boud, David, and Elizabeth Molloy. 2013. “ Rethinking Models of Feedback for Learning: The Challenge of Design.” Assessment & Evaluation in Higher Education 38: 698–712. https://doi.org/10.1080/02602938.2012.691462.
  • Boud, David, Romy Lawson, and Derrall G. Thompson. 2013. “Does Student Engagement in Self-assessment Calibrate Their Judgement Over Time?” Assessment & Evaluation in Higher Education 38: 941–56. https://doi.org/10.1080/02602938.2013.769198.
  • Carless, David. 2019. “Feedback Loops and the Longer-Term: Towards Feedback Spirals.” Assessment & Evaluation in Higher Education 44: 705–14. https://doi.org/10.1080/02602938.2018.1531108. [Open Access]
  • Carless, David. 2020. “Longitudinal Perspectives on Students’ Experiences of Feedback: A Need for Teacher–student Partnerships.” Higher Education Research & Development 39: 425–38. https://doi.org/10.1080/07294360.2019.1684455.
  • Carless, David, and David Boud. 2018. “ The Development of Student Feedback Literacy: Enabling Uptake of Feedback.” Assessment & Evaluation in Higher Education 43: 1315–25. https://doi.org/10.1080/02602938.2018.1463354. [Open Access]
  • Carless, David, and Kennedy Kam Ho Chan. 2017. “Managing Dialogic Use of Exemplars.” Assessment & Evaluation in Higher Education 42: 930–41. https://doi.org/10.1080/02602938.2016.1211246.
  • Carless, David, Diane Salter, Min Yang, and Joy Lam. 2011. “Developing Sustainable Feedback Practices.” Studies in Higher Education 36: 395–407. https://doi.org/10.1080/03075071003642449.
  • Chalmers, Charlotte, Elaine Mowat, and Maggie Chapman. 2018. “ Marking and Providing Feedback Face-to-Face: Staff and Student Perspectives.” Active Learning in Higher Education 19: 35–45. https://doi.org/10.1177/1469787417721363.
  • Deeley, Susan J., and Catherine Bovill. 2017. “ Staff Student Partnership in Assessment: Enhancing Assessment Literacy Through Democratic Practices.” Assessment & Evaluation in Higher Education 42: 463–77. https://doi.org/10.1080/02602938.2015.1126551.
  • Eli Review. 2016. “Describe – Evaluate – Suggest : A Helpful Feedback Pattern.” August 3, 2016.  https://elireview.com/2016/08/03/describe-evaluate-suggest/ [Open Access]
  • Hill, Jennifer, and Harry West. 2020. “Improving the Student Learning Experience Through Dialogic Feed-Forward Assessment.” Assessment & Evaluation in Higher Education 45: 82–97. https://doi.org/10.1080/02602938.2019.1608908.
  • Hill, Jennifer, Kathy Berlin, Julia Choate, Lisa Cravens-Brown, Lisa McKendrick-Calder, and Susan Smith. 2021. “Exploring the Emotional Responses of Undergraduate Students to Assessment Feedback: Implications for Instructors.” Teaching & Learning Inquiry 9: 294–316. https://doi.org/10.20343/teachlearninqu.9.1.20. [Open Access]
  • Hill, Jennifer, Kathy Berlin, Julia Choate, Lisa Cravens-Brown, Lisa McKendrick-Calder, and Susan Smith. 2021. “Can Relational Feed-Forward Enhance Students’ Cognitive and Affective Responses to Assessment, Supporting Their Wellbeing?” Teaching & Learning Inquiry 9. https://doi.org/10.20343/teachlearninqu.9.2.18. [Open Access]
  • Johnson, Christina E., Jennifer L. Keating, and Elizabeth K. Molloy. 2020. “Psychological Safety in Feedback: What Does It Look Like and How Can Educators Work with Learners to Foster It?” Medical Education 54: 559–70. https://doi.org/10.1111/medu.14154.
  • Nicol, David. 2010. “ From Monologue to Dialogue: Improving Written Feedback Processes in Mass Higher Education.” Assessment & Evaluation in Higher Education 35: 501–17. https://doi.org/10.1080/02602931003786559.
  • Reimann, Nicola, Ian Sadler, and Kay Sambell. 2019. “ What’s in a Word? Practices Associated with ‘Feedforward’ in Higher Education.” Assessment & Evaluation in Higher Education 44: 1279–90. https://doi.org/10.1080/02602938.2019.1600655.
  • Winstone, Naomi, and David Boud. 2019. “ Exploring Cultures of Feedback Practice: The Adoption of Learning-Focused Feedback Practices in the UK and Australia.” Higher Education Research & Development 38: 411–25. https://doi.org/10.1080/07294360.2018.1532985.
  • Winstone, Naomi E., Robert A. Nash, Michael Parker, and James Rowntree. 2017. “Supporting Learners’ AgenticEngagement with Feedback: A Systematic Review and a Taxonomy of Recipience Processes.” Educational Psychologist 52: 17–37. https://doi.org/10.1080/00461520.2016.1207538. [Open Access]

Explore the Center’s Additional Resources on Feedback

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…

Someone types on a laptop keyboard. Only their hands are visible. Pens and a mug are to the left of the laptop. Overlays read, "CEL Podcast. 60-Second SoTL. Measuring What Learners Do with Feedback."

Measuring What Learners Do With Feedback

60-Second SoTL – Episode 47 This episode shares an open-access article from Assessment & Evaluation in Higher Education and explores how to measure feedback literacy in higher education: Dawson, Phillip, Zi Yan, Anastasiya Lipnevich, Joanna Tai, David Boud, and Paige Mahoney. 2023. “Measuring What Learners Do in Feedback: The Feedback Literacy Behaviour Scale.” Assessment…

Headshot of Rachel Forsyth "Technology is super useful in teaching and assessment, as long as it serves the teacher's purposes."

Perspectives on Assessment and Feedback: Interview with Rachel Forsyth, Part 2

In my last blog post, I introduced Rachel Forsyth, author of Confident Assessment in Higher Education (2023). She shared her perspectives on what makes assessment practices effective for faculty and students. In this portion of the interview, we moved on…