Future-Oriented Feedback

by Jessie L. Moore

December 15, 2022

60-Second SoTL – Episode 15

Featuring an open-access article from the Journal of the Scholarship of Teaching and Learning, this episode explores how feedback type, feedback orientation, and goal orientation inform feedback effectiveness for student learning:

Paulson Gjerde, Kathy, Deborah Skinner, and Margaret Padgett. (2022). “Importance of Goal and Feedback Orientation in Determining Feedback Effectiveness.” Journal of the Scholarship of Teaching and Learning 22 (3): 55-75. https://doi.org/10.14434/josotl.v22i3.31866

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

  • Carless, David, and David Boud. 2018. “The Development of Student Feedback Literacy: Enabling Uptake of Feedback.” Assessment & Evaluation in Higher Education 43 (8): 1315–1325. https://doi.org/10.1080/02602938.2018.1463354. [Open Access]
  • Dixson, Dante D. and Frank C. Worrell. 2016. “Formative and Summative Assessment in the Classroom.” Theory into Practice 55 (2): 153-159. https://doi.org/10.1080/00405841.2016.1148989
  • 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]
  • Gjerde, Kathy Paulson, Margaret Y. Padgett, and Deborah Skinner. 2017. “The Impact of Process vs. Outcome Feedback on Student Performance and Perceptions.” Journal of Learning in Higher Education 13 (1): 73-82. https://files.eric.ed.gov/fulltext/EJ1139724.pdf [Open Access]
  • Gjerde, Kathy Paulson, Deborah Skinner, and Margaret Y. Padgett. 2018. “Feedback Effectiveness: Is It What You Say or How Much You Say It?” Higher Education Theory and Practice 18 (3): 26-43. https://doi.org/10.33423/jhetp.v18i3.556 [Open Access]
  • Joughin, Gordon, David Boud, Phillip Dawson, and Joanna Tai. 2021. “What Can Higher Education Learn from Feedback Seeking Behaviour in Organisations? Implications for Feedback Literacy.” Assessment & Evaluation in Higher Education 46 (1): 80–12. https://doi.org/10.1080/02602938.2020.1733491. 
  • Leenknecht, Martijn, Priscilla Hompus, and Marieke van der Schaaf. 2019. “Feedback Seeking Behavior in Higher Education: The Association with Students’ Goal Orientation and Deep Learning Approach.” Assessment and Evaluation in Higher Education 44 (7): 1069-1078. https://doi.org/10.1080/02602938.2019.1571161
  • Sutton, Paul. 2012. “Conceptualizing Feedback Literacy: Knowing, Being, and Acting.” Innovations in Education and Teaching International 49 (1): 31-40. https://doi.org/10.1080/14703297.2012.647781
  • Winstone, Naomi E., Robert A. Nash, Michael Parker, and James Rowntree. 2017. “Supporting Learners’ Agentic Engagement with Feedback: A Systematic Review and Taxonomy of Recipience Processes.” Educational Psychologist 52 (1): 17-37. https://doi.org/10.1080/00461520.2016.1207538 [Open Access]
  • Winstone, Naomi E., Erica G. Hepper, and Robert A. Nash. 2019. “Individual Differences in Self-Reported Use of Assessment Feedback: The Mediating Role of Feedback Beliefs.” Educational Psychology 41 (7): 1- 19. https://doi.org/10.1080/01443410.2019.1693510

Explore the Center’s Additional Resources on Feedback

White tet on a background of blue and yellow cyclical arrows reads: "The feedback loop has helped me to think about feedback use in cycles, in contrast to feedback approaches that simply justify a mark or grade.”

Assessing Student Feedback Literacy 

In the last blog post, I discussed my initial plans for feedback this semester. A few insights have helped me to plan effective feedback strategies. The feedback loop (Clark and Talbert 2023) structures students’ engagement with feedback they receive to…

Orange square with quite quoted text reads: "Quality feedback will give students an indication of their progress towards meeting learning goals and outcomes."

Planning for Effective Feedback and Promoting Feedback Literacy 

As I continue to explore literature on models of assessment and feedback, the importance of feedback and feedback literacy has emerged as an ongoing theme. At the time of this writing, my colleagues and I are preparing for the spring…

Green background. Text on the left reads: The potential for ChatGPT to get match problems wrong forces conscientious students to use generative AI output critically and always assess its accuracy. To the right of text is a screenshot of handwritten math notes taken on a tablet in black pencil; pink and green highlights emphasize important math steps.

Analyzing an Artificial Intelligence-Supported Assessment and Student Feedback 

In my prior blog post, I summarized lessons learned from piloting an artificial intelligence-supported assessment (AI-SA) and gathering student feedback. This work was framed by Clark and Talbert’s feedback loop model where I used feedback I gathered from students during…

A gradient background with a text overlay: "I found that ChatGPT assisted most students with explaining these challenging concepts and applications for their non-expert readers... I hoped that students would use my feedback to make changes to how they demonstrate evidence of their learning when ChatGPT is available for their use."

Applying Lessons Learned about Student Use of Generative AI in Academics

In previous blog posts, I shared the results of a focus group interview about students’ perceptions of using generative AI in their academics. The focus group interview took place at the end of fall semester 2023 after my students completed an…

A man in graduation robes and cap is shown in profile. Text overlay reads, "Was College 'Worth It'? - CEL survey of meaningful undergraduate experiences"

Meaningful Undergraduate Experiences and How They Matter Now

The Center for Engaged Learning periodically conducts surveys on students’ experiences in higher education and their application to students’ post-graduation lives. Our latest iteration surveyed 956 U.S. residents who were 18-34 years old and graduates of two- or four-year higher…

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…

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