HomeBlogPodcasts Instructors’ Emotions Associated with Dialogic Feed-Forwardby Jessie L. MooreFebruary 2, 2023 Share: Section NavigationSkip section navigationIn this sectionPodcasts – Home 60-Second SoTL Limed: Teaching with a Twist Making College “Worth It” Land Acknowledgement 60-Second SoTL – Episode 19 This week’s episode features an open-access article from Teaching & Learning Inquiry and examines instructors’ emotional responses when they give students assessment feedback: Hill, Jennifer, Kathy Berlin, Julia Choate, Lisa Cravens-Brown, Lisa McKendrick-Calder, and Susan Smith. 2023. “Emotions Experienced by Instructors Delivering Written Feedback and Dialogic Feed-Forward.” Teaching and Learning Inquiry 11. https://doi.org/10.20343/teachlearninqu.11.6 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 Other Recent Studies of Feedback Processes Carless, David, and David Boud. 2018. “The Development of Student Feedback Literacy: Enabling Uptake of Feedback.” Assessment and Evaluation in Higher Education 43 (8): 1315–25. 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.” Teaching in Higher Education. https://doi.org/10.1080/13562517.2020.1782372. Carless, David, Diane Salter, Min Yang, and Joy Lam. 2011. “Developing Sustainable Feedback Practices.” Studies in Higher Education 36 (4): 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 (1): 35–45. https://doi.org/10.1177/1469787417721363. Hill, Jennifer, and Harry West. 2020. “Improving the Student Learning Experience through Dialogic Feed-Forward Assessment.” Assessment and Evaluation in Higher Education 45 (1): 82–97. https://doi.org/10.1080/02602938.2019.1608908. 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. [Open Access] Hill, Jennifer, Kathy Berlin, Julia Choate, Lisa Cravens-Brown, Lisa McKendrick Calder, and Susan Smith. 2021b. “Exploring the Emotional Responses of Undergraduate Students to Assessment Feedback: Implications for Instructors.” Teaching & Learning Inquiry 9 (1), 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. 2021c. “Can Relational Feed-Forward Enhance Students’ Cognitive and Affective Responses to Assessment?” Teaching & Learning Inquiry 9 (2): https://doi.org/10.20343/teachlearninqu.9.2.18. [Open Access] Myyry, Liisa, Terhi Karaharju-Suvanto, Marjo Vesalainen, Anna-Maija Virtala, Marja Raekallio, Outi Salminen, Katariina Vuorensola, and Anne Nevgi. 2020. “Experienced Academics’ Emotions related to Assessment.” Assessment & Evaluation in Higher Education 45 (1): 1–13. https://doi.org/10.1080/02602938.2019.1601158. Paris, Brit. M. 2022. “Instructors’ Perspectives of Challenges and Barriers to Providing Effective Feedback.” Teaching & Learning Inquiry 10. https://doi.org/10.20343/teachlearninqu.10.3. [Open Access] Pitt, Edd, and Lin Norton. 2017. “‘Now that’s the Feedback I Want!’ Students’ Reactions to Feedback on Graded Work and What They Do With It.” Assessment & Evaluation in Higher Education 42 (4): 499–516. https://doi.org/10.1080/02602938.2016.1142500. Reimann, Nicola, Ian Sadler, and Kay Sambell. 2019. “What’s in a Word? Practices Associated with ‘Feedforward’ in Higher Education.” Assessment and Evaluation in Higher Education 44 (8): 1279–90. https://doi.org/10.1080/02602938.2019.1600655. Ryan, Tracii, and Michael Henderson. 2018. “Feeling Feedback: Students’ Emotional Responses to Educator Feedback.” Assessment and Evaluation in Higher Education 43 (6): 880–92. https://doi.org/10.1080/02602938.2017.1416456. Spaeth, Ellen. 2018. “On Feedback and Emotional Labour.” Journal of Perspectives in Applied Academic Practice 6 (3): 83–86. https://jpaap.ac.uk/JPAAP/article/view/359/509. [Open Access] Explore the Center’s Other Resources on Feedback 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… 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… 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… 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… 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… 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… 1 2 3 >
