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

Creating Feedback Cultures with Neurodivergent Students 

Since publishing Key Practices for Fostering Engaged Learning: A Guide for Faculty and Staff in 2023, I’ve had several opportunities to brainstorm with educators about how the key practices apply in their higher education settings and with their diverse students….

Building Trust through Feedback

60-Second SoTL – Episode 60 This episode features an open access article on building trust through feedback with relationship-building conditions and agency-promoting practices: Bayraktar, Breana, Kiruthika Ragupathi, and Katherine A. Troyer. 2025. “Building Trust Through Feedback: A Conceptual Framework for Educators.” Teaching…

Implementing Effective Feedback Practices: Strategy 2

In part one of this two-part blog, I revisited results from my students who completed the feedback literacy behavior scale (Dawson et al. 2023). I identified two areas in which students demonstrated room for improvement: (1) seeking feedback information; and…

Implementing Effective Feedback Practices: Strategy 1 

Two blog posts ago, I shared my early spring semester plans for giving students effective feedback and promoting their feedback literacy in an early college calculus course. Going into that semester, I realized that to promote student feedback literacy, it…

Perspectives on Alternative Grading 

“Traditional” grading is a term used to describe the most common form of grading in an academic setting. In recent years, it has been seen that courses implementing this grading system “tend to be more oriented towards product over process,…

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…