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]

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