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Cited by 181Student Assessment and FeedbackEvaluation of Teaching PracticesHigher Education Practises and Engagement

Beyond ‘doing time’: Investigating the concept of student engagement with feedback

Handley, Karen, Price, Margaret, Millar, Jill·2011·Oxford Review of Education
DOI 10.1080/03054985.2011.604951
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Abstract

Feedback on students’ assignments may be comprehensive and well-constructed as a result of careful thought from tutors trying to identify and address students’ needs. However, feedback’s utility ultimately depends on the way students engage with it. ‘Doing time’ by complying with a norm of collecting, but then only skim-reading, feedback is a long way from the ‘mindful’ engagement associated with reflection, interpretation, deepening understanding and changes in later behaviour. This article argues that the literature’s traditional focus on experimental studies of feedback attributes (whilst ignoring students’ engagement) is misplaced, particularly given the methodological problems and inconsistent findings associated with these studies. These limitations suggest the need for an alternative line of enquiry. In this article, we develop a conceptual framework intended to illuminate the process of student engagement with feedback. We further propose a research agenda which can convey the variety of student experiences and generate analytic insights about students’ evolving engagement as a result of multiple feedback encounters in an educational setting. We suggest that this research agenda can lead to policies and practices to enhance student engagement with feedback, which may build students’ sense of responsibility and ownership for their learning.

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Crossref · 10.1080/03054985.2011.604951

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  • Cultivation of feedback literacy ultimately determines students' ability to reap the full benefits of peer feedback activities.

    “Beyond the refinement of students’ feedback skills, an equally pivotal aspect is the cultivation of their feedback literacy, which ultimately determines their ability to reap the full benefits of peer feedback activities (Handley et al., 2011).”

    From Incorporating peer feedback in academic writing: a systematic review of benefits and challenges (2024) · cites this paper as Handley et al., 2011

  • Student engagement with feedback has been an under-researched area in L2 writing.

    “Student engagement with feedback, however, has been an under-researched area in L2 writing, although it has been shown to play a pivotal role in learning in studies of evaluation in higher education (Handley, Price & Millar, 2011;Price, Handley & Millar, 2011).”

    From Student engagement with teacher and automated feedback on L2 writing (2018) · cites this paper as Handley, Price & Millar, 2011

  • Student engagement with feedback plays a pivotal role in learning in higher education.

    “although it has been shown to play a pivotal role in learning in studies of evaluation in higher education (Handley, Price & Millar, 2011;Price, Handley & Millar, 2011).”

    From Student engagement with teacher and automated feedback on L2 writing (2018) · cites this paper as Handley, Price & Millar, 2011

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Authors
Handley, K., Price, M., & Millar, J.
Affiliations
Oxford Brookes University (GB)
Corresponding author
Handley, Karen
ORCID
Venue
Oxford Review of Education
Publisher
Informa UK Limited
Published
2011-08
Volume
37
Issue
4
Pages
543-560
ISSN
  • 0305-4985 (ISSN-L)
  • 1465-3915
DOI
10.1080/03054985.2011.604951
OpenAlex
W2027126099
Cited by
181
References
81
Citations by year
2026: 11 · 2025: 33 · 2024: 25 · 2023: 21 · 2022: 11 · 2021: 17 · 2020: 22 · 2019: 12 · 2018: 10 · 2017: 5 · 2016: 5 · 2015: 2 · 2014: 4 · 2012: 3
FWCI
10.77
Type
journal article
Language
en
Open access
closed
Locations
Oxford Review of Education (publishedVersion)
Topics
  • Social Sciences › Education › Student Assessment and Feedback
  • Social Sciences › Education › Evaluation of Teaching Practices
  • Social Sciences › Education › Higher Education Practises and Engagement
Keywords
student engagement with feedback, assignment feedback, student reflection, conceptual framework, research agenda, student ownership of learning

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