Feedback: Focusing attention on engagement
Abstract
Within many higher education systems there is a search for means to increase levels of student satisfaction with assessment feedback. This article suggests that the search is under way in the wrong place by concentrating on feedback as a product rather than looking more widely to feedback as a long-term dialogic process in which all parties are engaged. A three-year study, focusing on engaging students with assessment feedback, is presented and analysed using an analytical model of stages of engagement. The analysis suggests that a more holistic, socially-embedded conceptualisation of feedback and engagement is needed. This conceptualisation is likely to encourage tutors to support students in more productive ways, which enable students to use feedback to develop their learning, rather than respond mechanistically to the tutors’ ‘instruction’.
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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 Price, Handley & 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 Price, Handley & Millar, 2011
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Garino, A. (2019) · Advances in Health Sciences Education · doi:10.1007/s10459-019-09924-2 · Cited by 42 · see citing works
Crimmins, G., Nash, G., Oprescu, F., Liebergreen, M., Turley, J., Bond, R., & Dayton, J. (2014) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2014.986644 · Cited by 41 · see citing works
Fostering student motivation and engagement with feedback through ipsative processes
Malecka, B., & Boud, D. J. (2021) · Teaching in Higher Education · doi:10.1080/13562517.2021.1928061 · Cited by 40 · see citing works
Gan, Z. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.00496 · Cited by 40 · see citing works
Nordic Educational Research Association (2024) · Nordic Studies in Education · doi:10.18261/issn.1891-5949 · Cited by 40 · see citing works
Feedback literacy-as-event: relationality, space and temporality in feedback encounters
Gravett, K., & Carless, D. R. (2023) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2023.2189162 · Cited by 39 · see citing works
Cognitive Sciences for Computing Education
Robins, A. V., Margulieux, L. E., & Morrison, B. B. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.010 · Cited by 39 · see citing works
Song, B. K. (2022) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2022.2042187 · Cited by 42 · see citing works
Yu, S., & Lee, I. (2012) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-012-0046-9 · Cited by 38 · see citing works
Referencing and empowerment: exploring barriers to agency in the higher education student experience
Gravett, K., & Kinchin, I. M. (2018) · Teaching in Higher Education · doi:10.1080/13562517.2018.1541883 · Cited by 38 · see citing works
An educational intervention to increase student engagement in feedback
McGinness, H. T., Caldwell, P. H. Y., Gunasekera, H., & Scott, K. M. (2020) · Medical Teacher · doi:10.1080/0142159x.2020.1804055 · Cited by 42 · see citing works
Engaging with multiple sources of feedback in academic writing: postgraduate students’ perspectives
Xu, L., & Zhang, T. (2023) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2022.2161089 · Cited by 40 · see citing works
- Authors
- Price, M., Handley, K., & Millar, J.
- Affiliations
- Oxford Brookes University (GB)
- Corresponding author
- Price, Margaret
- Venue
- Studies in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2011-12
- Volume
- 36
- Issue
- 8
- Pages
- 879-896
- ISSN
- 0307-5079 (ISSN-L)
- 1470-174X
- OpenAlex
- W2091254070
- Cited by
- 442
- References
- 38
- Citations by year
- 2026: 22 · 2025: 38 · 2024: 46 · 2023: 36 · 2022: 37 · 2021: 50 · 2020: 45 · 2019: 67 · 2018: 23 · 2017: 17 · 2016: 12 · 2015: 16 · 2014: 15 · 2013: 10 · 2012: 7
- FWCI
- 50.53
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Studies in Higher 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
- assessment feedback, student engagement, dialogic feedback, student satisfaction, tutor-student interaction, learning development, higher education assessment
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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