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Cited by 248Student Assessment and FeedbackEvaluation of Teaching PracticesHigher Education Practises and Engagement

Conditions that enable effective feedback

Open access
Henderson, Michael, Phillips, Michael, Ryan, Tracii, Boud, David, Dawson, Phillip, Molloy, Elizabeth, Mahoney, Paige·2019·Higher Education Research & Development
DOI 10.1080/07294360.2019.1657807
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Abstract

Despite an increasing focus on assessment feedback, educators continue to find that simply replicating an effective feedback practice from one context does not guarantee success in the next. There is a growing recognition that the contextual factors surrounding successful practices need to be considered. This article reports on a large-scale mixed methods project and proposes 12 conditions that enable successful feedback in higher education. The conditions were distilled from seven rich case studies through multiple stages of thematic analysis, case comparison and reliability checking. The conditions were also evaluated by surveying senior leaders of Australian universities. These conditions highlight the importance of carefully designing feedback processes, along with the need for addressing capacity and culture for feedback. This helps to explain why there are such variances in effective feedback across contexts, and offers insight into how it may be achieved.

AI snapshot

Written from the paper’s full text.

TL;DR

This paper reports a four-stage Australian mixed-methods project that distils 12 conditions enabling effective feedback in higher education, grouped into capacity, design, and culture. It argues effective feedback cannot be simply transplanted across contexts and depends on carefully designed processes plus institutional and individual capacity.

Key findings

  • The project identified 12 conditions for effective feedback, organised into three categories: capacity, designs, and culture; in each of the seven case studies, at least six or more conditions were observed as significant factors in feedback success.
  • Senior leaders from 34 of 41 Australian universities rated the conditions’ importance with means from 3.92 to 4.84 and implementation with means from 3.09 to 4.00; the four conditions with importance means of 4.5 or more were conditions 1, 2, 5, and 10.
  • Conditions 2 (“Learners are active in the feedback process”) and 6 (“It is tailored to meet the different needs of learners”) were considered most difficult to address, selected as most challenging by 30% and 18% of the senior-leader sample respectively.
  • The paper concludes that effective feedback is complex and unlikely to be achieved unless conditions of capacity, design, and culture are addressed, with cases showing synergistic interaction among conditions and multiple ways to satisfy them.

Methods

  • Four-stage, 18-month mixed-methods project: Stage 1 surveyed 4514 students and 406 staff at two Australian universities; Stage 2 analysed seven rich case studies through document analysis and interviews with 20 students and 14 academic staff; Stage 3 developed a framework of a new feedback definition, seven design challenges, 12 conditions, and 40 principles; Stage 4 held workshops with 295 academics and 66 senior leaders from 23 universities and surveyed 78 senior leaders from 34 universities.
  • Case selection triangulated staff and student survey responses, shortlisted subjects mentioned by multiple respondents, excluded heroic or unsustainable practices, and purposefully selected seven cases for diversity of practice, assessment, discipline, and institution.
  • Analysis involved thematic analysis, case comparison, crosschecking by team members, a three-day workshop with an external expert, six iterations to identify 40 principles, refinement from 16 to 14 conditions, and national workshops/international consultation to finalise 12 conditions.

Limitations

  • The paper states that the 12 conditions are not suggested to be the only conditions, nor do all need to be simultaneously present for success; it also states it could never provide a comprehensive list of contextual influences.
  • The paper states that future research should examine how the impact of variously enacted conditions is moderated by institutional and individual variables, and notes that cases’ strategies and sustaining conditions are temporal and constantly changing.
  • Evident from the text: the empirical work is confined to Australian higher education, with seven case studies and senior-leader ratings of importance and implementation rather than direct measures of feedback effectiveness; the Stage 2 method reports 20 student interviews while also stating three students were interviewed from each of seven subjects.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.1080/07294360.2019.1657807

Cites

31 of 31 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

0 of 49 cited sources checked · 0 supported · 0 flagged

  • Findingown data

    Each of the case studies reveals that effective feedback practices have complex histories in which their development have been influenced by a range of factors over time.

    “Each of the case studies reveals that effective feedback practices have complex histories in which their development have been influenced by a range of factors over time.”
    Quote in the paperNot a substantial claim
  • Findingown data

    In each of the seven rich case studies, at least six or more of these conditions were observed as being a significant factor in the feedback success.

    “Nevertheless, in each of the seven rich case studies, at least six or more of these conditions were observed as being a significant factor in the feedback success.”
    Quote in the paperSubstantial claim
  • Findingnone given

    In the Digital Media case, assessment tasks were designed to explicitly develop students' ability to seek, interpret and act on comments.

    “In the Digital Media case, assessment tasks were designed to explicitly develop students' ability to seek, interpret and act on comments.”
    Quote in the paperSubstantial claim
  • Findingnone given

    In the Science case, teaching time was used to explicitly describe the design and purpose of feedback to learners.

    “In the Science case, teaching time was used to explicitly describe the design and purpose of feedback to learners.”
    Quote in the paperNot a substantial claim
  • Findingnone given

    In the History case, learners were challenged with assessment tasks that incrementally built their skills around seeking and using feedback.

    “As an example, learners in the History case were challenged with assessment tasks that incrementally built their skills around seeking and using feedback”
    Quote in the paperNot a substantial claim
  • Classified as probably not a substantial claim. 74
  • May combine two claims. 47
  • The quote only partly states this claim. 1

  • Classified as probably not a substantial claim.

    Findingreasoning

    The final result was 12 conditions.

    “The final result was 12 conditions.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Findingreasoning

    This process yielded seven diverse examples of 'promising' or 'best' practice feedback.

    “This process yielded seven diverse examples of 'promising' or 'best' practice feedback.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Each of the conditions is complex and can be tackled in a variety of ways.

    “Each of the conditions is complex and, as demonstrated by the case studies, can be tackled in a variety of ways.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Findingown data

    When we compared the cases and the approaches they adopted, we were able to distil common feedback principles that supported the conditions.

    “However, when we compared the cases and the approaches they adopted, we were able to distil common feedback principles that supported the conditions.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Findingown data

    This article identifies 12 conditions that enable effective feedback, which are thematically organised into three categories: capacity, designs and culture.

    “Accordingly, this article identifies 12 conditions that enable effective feedback, which are thematically organised into three categories: capacity, designs and culture (see Figure 1).”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    The cases of effective feedback in this study reveal the importance for both educators and learners to understand that feedback is a process, and comments given by an educator are only one possible part of the process.

    “The cases of effective feedback in this study reveal the importance for both educators and learners to understand that feedback is a process, and comments given by an educator are only one possible part of the process.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

    Findingnone given

    Some of these factors confirm findings that have been reported elsewhere in relation to higher education learning designs.

    “Some of these factors confirm findings that have been reported elsewhere in relation to higher education learning designs.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingreasoning

    Educators evaluated their own practices, adopting the mind-set that they can always improve.

    “Educators evaluated their own practices, adopting the mind-set that they can always improve.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    In all of the case studies, educators and leaders sought evidence of the success of their practices, researched new ideas and alternative models, and allowed for iterative improvements.

    “In all of the case studies, educators and leaders sought evidence of the success of their practices, researched new ideas and alternative models, and allowed for iterative improvements.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingnone given

    Learners were required to post their work to a dedicated Twitter hashtag to obtain feedback comments from peers, members of the public, businesses and university social media accounts.

    “Learners were required to post their work to a dedicated Twitter hashtag to obtain feedback comments from peers, members of the public, businesses and university social media accounts”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

    Findingown data

    This finding was supported in the data, and played out in a number of ways across the cases.

    “This finding was supported in the data, and played out in a number of ways across the cases:”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingnone given

    In the Science case, learners were given structured support to provide feedback comments to their peers.

    “As an example, in the Science case, learners were given structured support to provide feedback comments to their peers.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingreasoning

    Instead, he used a Twitter hashtag where learners could tweet links to their work-in-progress assignments and engage in brief feedback interactions with others.

    “Instead, he used a Twitter hashtag where learners could tweet links to their work-in-progress assignments and engage in brief feedback interactions with others”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Findingnone given

    The classroom was equipped with technologies such as screens, whiteboards, microphones and 'clickers' to support frequent feedback loops whether students were working in groups or sharing with the whole class.

    “The classroom was equipped with technologies such as screens, whiteboards, microphones and 'clickers' to support frequent feedback loops whether students were working in groups or sharing with the whole class”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingnone given

    In the Psychology case, educators used audio recordings to explain how learners could improve their next assessment task, and incorporated concrete examples drawn from the learner's work for both positive and critical comments.

    “In the Psychology case, educators used audio recordings to explain how learners could improve their next assessment task, and incorporated concrete examples drawn from the learner's work for both positive and critical comments”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingnone given

    In the Digital Media case, learners received feedback comments through audio recordings, traditional long-form text and short-form text (Twitter).

    “In the Digital Media case, learners received feedback comments through audio recordings, traditional long-form text and short-form text (Twitter).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingnone given

    In the Psychology case, assessors were able to monitor learners' progress across multiple assessments, thereby developing an understanding of each learner's strengths and weaknesses, and what sort of information they needed in order to improve.

    “In the Psychology case, assessors were able to monitor learners' progress across multiple assessments, thereby developing an understanding of each learner's strengths and weaknesses, and what sort of information they needed in order to improve”
    Quote in the paperSubstantial claim
    • Rests on an assumption: Personalised and meaningful feedback is dependent on the assessor understanding students' progression.

  • May combine two claims.

    Findingreasoning

    This not only helped the assessor empathise with their students, but provided them with explicit suggestions about how to further improve their own audio-recorded feedback comments.

    “This not only helped the assessor empathise with their students, but provided them with explicit suggestions about how to further improve their own audio-recorded feedback comments.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    The cases in this study confirmed that multiple sources and modes were useful for the same feedback instance, but also for instances over time.

    “The cases in this study confirmed that multiple sources and modes were useful for the same feedback instance, but also for instances over time.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingreasoning

    In the Optometry and Physics cases feedback information was provided to learners rapidly, however in the Psychology case the feedback information was provided at a later time to best support learners as they begin to engage with a related subsequent task.

    “In the Optometry and Physics cases feedback information was provided to learners rapidly, however in the Psychology case the feedback information was provided at a later time to best support learners as they begin to engage with a related subsequent task.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingnone given

    In the Biology case, less experienced tutors were paired with more experienced educators in order to model feedback provision in face-to-face situations (during laboratory classes).

    “In the Biology case, less experienced tutors were paired with more experienced educators in order to model feedback provision in face-to-face situations (during laboratory classes).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingreasoning

    The moderation process in the Psychology case enabled corrective interventions to occur before a large volume of assignments had been marked, reducing the demand for later re-marking procedures.

    “This enabled corrective interventions to occur before a large volume of assignments had been marked, reducing the demand for later re-marking procedures .”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingreasoning

    In the History case, assessment tasks were iterative and comments were provided quickly, allowing learners to improve in related tasks.

    “In the History case, assessment tasks were iterative and comments were provided quickly, allowing learners to improve in related tasks.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingnone given

    The educators-in-charge of the Psychology case developed a rigorous moderation process which not only maintained consistency and quality of feedback, but also supported and developed assessors.

    “The educators-in-charge of the Psychology case developed a rigorous moderation process which not only maintained consistency and quality of feedback, but also supported and developed assessors.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingnone given

    Planning for interconnectedness of tasks and feedback across subjects and programs was the most challenging principle and was least represented by the cases.

    “This is perhaps the most challenging principle, and was least represented by the cases.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingreasoning

    In the History case, spacing tasks out, front-end loading tasks at the start of the subject and providing low-risk tasks facilitated iterative assessment tasks and quick comments.

    “This was facilitated by spacing tasks out, front-end loading tasks at the start of the subject and providing low-risk tasks.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    In the cases identified in this project, educators were able to modify teaching delivery and explore different labour models.

    “In the cases identified in this project, educators were able to modify teaching delivery and explore different labour models:”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    In the Biology case, teaching staff were able to work on just one subject, which helped to focus their attention and energy into the design and providing of feedback.

    “In the Biology case, teaching staff were able to work on just one subject, which helped to focus their attention and energy into the design and providing of feedback.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    The means for importance of the 12 conditions range from 3.92 to 4.84, therefore most leaders confirmed the conditions to be 'very important'.

    “The means for importance range from 3.92 to 4.84, therefore most leaders confirmed the conditions to be 'very important'.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Other challenges to implementing conditions included workload difficulties (including sessional staff and policy restrictions), large and diverse student cohorts, and problems with approaches and systems at faculty or institutional levels (including coordinating programmatic assessment).

    “Other challenges to implementing a condition (or conditions) with a strong minority included workload difficulties (including sessional staff and policy restrictions), large and diverse student cohorts, and problems with approaches and systems at faculty or institutional levels (including coordinating programmatic assessment).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingreasoning

    In the Physics case, this afforded a long-term vision and the implementation of a considered and measurable approach to improvement by iteration.

    “This afforded a long-term vision and the implementation of a considered and measurable approach to improvement by iteration .”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Senior leaders considered conditions 2 and 6 as the most difficult to address; they were selected as most challenging by 30% and 18% of the sample respectively.

    “For example, senior leaders considered conditions 2 and 6 as the most difficult to address; they were selected as most challenging by 30% and 18% of the sample respectively.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Those who selected condition 2 proposed that many educators will find it difficult to accept students as active participants in the learning process, or mentioned that students are primarily interested in their mark.

    “For instance, those who selected condition 2 proposed that many educators will find it difficult to accept students as active participants in the learning process, or mentioned that students are primarily interested in their mark.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    The most common reasons for difficulty centred on staff and student attitudes.

    “The most common reasons centred on staff and student attitudes.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    The cases in this project highlighted the importance of 12 conditions, and often revealed a synergistic interaction between them.

    “The cases in this project highlighted the importance of 12 conditions, and often revealed a synergistic interaction between them.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Study design and conductown data

    The conditions were evaluated by surveying senior leaders of Australian universities.

    “The conditions were also evaluated by surveying senior leaders of Australian universities.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Study design and conductown data

    The conditions were distilled from seven rich case studies through multiple stages of thematic analysis, case comparison and reliability checking.

    “The conditions were distilled from seven rich case studies through multiple stages of thematic analysis, case comparison and reliability checking.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    A socioecological approach has been applied to explain a variety of phenomena including human development and the (non)adoption of technology in education.

    “It has been applied to explain a variety of phenomena including human development (Bronfenbrenner, 1977) and the (non)adoption of technology in education (Zhao & Frank, 2003).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Bronfenbrenner, 1977

      Not checked in the free run.

    • cites Zhao & Frank, 2003

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Contextual variables may relate to more localised concerns, such as institutional cultures and policies.

    “Contextual variables may be broad and have sector-wide implications, such as larger class sizes and increasingly diverse learner cohorts (Evans, 2013), or they may relate to more localised concerns, such as institutional cultures and policies (Price, Carroll, O'Donovan, & Rust, 2011).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Price, Carroll, O'Donovan, & Rust, 2011

      Not checked in the free run.

  • May combine two claims.

    Interpretationreasoning

    The conditions help explain why there are variances in effective feedback across contexts, and offer insight into how it may be achieved.

    “This helps to explain why there are such variances in effective feedback across contexts, and offers insight into how it may be achieved.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Premisecitation

    A socioecological approach encourages the interpretation of human experience as an interplay of individual and environmental factors.

    “A socioecological approach encourages the interpretation of human experience as an interplay of individual and environmental factors.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Bronfenbrenner, 1977

      Not checked in the free run.

  • Classified as probably not a substantial claim.

    Premisecitation

    Feedback takes place in highly varied and situational contexts.

    “Moreover, it is important to recognise that feedback takes place in highly varied and situational contexts (Bailey & Garner, 2010;Li & De Luca, 2014).”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Bailey & Garner, 2010

      Not checked in the free run.

    • cites Li & De Luca, 2014

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Contextual variables may be broad and have sector-wide implications, such as larger class sizes and increasingly diverse learner cohorts.

    “Contextual variables may be broad and have sector-wide implications, such as larger class sizes and increasingly diverse learner cohorts (Evans, 2013), or they may relate to more localised concerns, such as institutional cultures and policies (Price, Carroll, O'Donovan, & Rust, 2011).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Evans, 2013

      Not checked in the free run.

  • Classified as probably not a substantial claim.

    Premisecitation

    There is no panacea or 'magic bullet' for feedback design that will be suitable for every learner.

    “As such, there is no panacea or 'magic bullet' for feedback design that will be suitable for every learner (Krause-Jenson, 2010).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Krause-Jenson, 2010

      Not checked in the free run.

  • Classified as probably not a substantial claim. May combine two claims.

    Premisecitation

    The feedback process is driven by the learner, and influenced by their individual context and needs.

    “In proposing this definition, we recognise that the feedback process is driven by the learner, and influenced by their individual context and needs (Evans, 2013).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Evans, 2013

      Not checked in the free run.

  • Classified as probably not a substantial claim.

    Premisecitation

    The misconception that feedback is one-way performance-related information often takes the form of written comments or mark-up on an assessment task focused on justifying the assessed grade.

    “This often takes the form of written comments or mark-up on an assessment task; the flavour of which is focused on justifying the assessed grade (Carless & Boud, 2018).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Carless & Boud, 2018

      Not checked in the free run.

  • Classified as probably not a substantial claim. May combine two claims.

    Interpretationown data

    The conditions highlight the importance of carefully designing feedback processes, along with the need for addressing capacity and culture for feedback.

    “These conditions highlight the importance of carefully designing feedback processes, along with the need for addressing capacity and culture for feedback.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Much of the existing attention to context has focused on achieving generalisability within and across disciplinary settings.

    “much of the existing attention to context has focused on achieving generalisability within and across disciplinary settings (Evans, 2013;Li & De Luca, 2014).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Evans, 2013

      Not checked in the free run.

    • cites Li & De Luca, 2014

      Not checked in the free run.

  • Classified as probably not a substantial claim. May combine two claims.

    Premisecitation

    In each case, the explanation of the phenomena were enriched through the recognition of how social systems interacted with each other and the individuals, and in doing so provided a useful framework for understanding complex human social issues.

    “In each case, the explanation of the phenomena were enriched through the recognition of how social systems interacted with each other and the individuals, and in doing so provided a useful framework for understanding complex human social issues (Bronfenbrenner, 1977;Ivankova & Plano Clark, 2018;Zhao & Frank, 2003).”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Bronfenbrenner, 1977

      Not checked in the free run.

    • cites Ivankova & Plano Clark, 2018

      Not checked in the free run.

    • cites Zhao & Frank, 2003

      Not checked in the free run.

  • Classified as probably not a substantial claim.

    Study design and conductown data

    Promising cases were identified by triangulating staff and student responses to two survey items.

    “Promising cases were identified by triangulating staff and student responses to two survey items which asked respondents to (a) identify a subject that involved effective feedback processes, and (b) explain why they were effective.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Premisecitation

    Feedback is inherently socially constructed and contextually situated.

    “Instead, feedback is inherently socially constructed and contextually situated (Ajjawi & Boud, 2017), and varying situations will demand different forms of feedback (Boud & Molloy, 2013b).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Ajjawi & Boud, 2017

      Not checked in the free run.

  • Classified as probably not a substantial claim. May combine two claims.

    Study design and conductnone given

    Subjects were added to a short-list if they were mentioned by multiple students and staff respondents, and the success of the feedback was not based on heroic or unsustainable practices by the educators.

    “Subjects were added to a short-list if they were mentioned by multiple students and staff respondents, and the success of the feedback was not based on heroic or unsustainable practices by the educators.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    The project team collectively scrutinised the 16 conditions and their constituent principles to ensure that they were discrete, succinct and grounded in the case study data.

    “The project team then collectively scrutinised the 16 conditions and their constituent principles to ensure that they were discrete, succinct and grounded in the case study data.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    The 14 conditions were evaluated with educators and senior leaders at a series of workshops in six of the eight Australian capital cities.

    “The 14 conditions were evaluated with educators and senior leaders at a series of workshops in six of the eight Australian capital cities.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductcitation

    The summary and thematic analysis of the collected data was crosschecked by one other member of the team to improve thematic saturation and degree of analytic reliability.

    “This summary and thematic analysis of the collected data was then crosschecked by one other member of the team to improve thematic saturation and degree of analytic reliability (for more detail, see Yin, 2003).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Yin, 2003

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    An international reference group of leading researchers in the field was also consulted.

    “An international reference group of leading researchers in the field was also consulted.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Shute (2008) advocates consideration of instructional circumstances, task characteristics and learner individualities when designing formative feedback.

    “Shute (2008) advocates consideration of instructional circumstances, task characteristics and learner individualities when designing formative feedback”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Shute, 2008

      Not checked in the free run.

  • Classified as probably not a substantial claim.

    Study design and conductreasoning

    Cases were purposefully selected based on criteria such as diversity of practice, assessment, discipline and institution.

    “Cases were purposefully selected based on criteria such as diversity of practice, assessment, discipline and institution.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Premisecitation

    The research literature has provided some recognition of the impact that contextual factors can have on the effectiveness of feedback.

    “The research literature has provided some recognition of the impact that contextual factors can have on the effectiveness of feedbackfor instance, Shute (2008) advocates consideration of instructional circumstances, task characteristics and learner individualities when designing formative feedbackand much of the existing attention to context has focused on achieving generalisability within and ac”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Shute, 2008

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductnone given

    Each case lead expanded on the summary and produced a detailed version of their case study which was then reviewed by the rest of the team to check uniformity of style, level of understanding and conceptual rigour.

    “Drawing on the workshop, each case lead expanded on the summary and produced a detailed version of their case study which was then reviewed by the rest of the team to check uniformity of style, level of understanding and conceptual rigour.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationcitation

    Given that effective feedback needs to be learner centred, learners need to increasingly develop their capacity to seek, generate and use feedback comments from multiple diverse sources.

    “Indeed, given that effective feedback needs to be learner centred, it is logical to expect that learners need to increasingly develop their capacity to seek, generate and use feedback comments from multiple diverse sources (Carless & Boud, 2018).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Carless & Boud, 2018

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    To engender effective feedback, one needs to consider more than simply how to 'deliver' feedback comments.

    “Moreover, to engender effective feedback, one needs to consider more than simply how to 'deliver' feedback comments.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationcitation

    Feedback needs to be constructed so that it can be easily understood and then enacted.

    “An implication is that feedback needs to be constructed so that it can be easily understood and then enacted (Higgins, Hartley, & Skelton, 2001).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Higgins, Hartley, & Skelton, 2001

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Interpretationnone given

    These are not the only conditions, nor do all conditions need to be simultaneously present to ensure success.

    “This is not to suggest that these are the only conditions, nor that all conditions need to be simultaneously present to ensure success.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationreasoning

    Learners themselves need to be able to make sense of the information and then act upon it.

    “Critically, the learners themselves need to be able to make sense of the information and then act upon it.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    Feedback is a core component of the educative process that needs to be instructionally designed.

    “Feedback is a core component of the educative process that needs to be instructionally designed.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    Learners are often unused to or inhibited from seeking feedback, or when they do, they may be unable to judge the relevance of the comments.

    “However, learners are often unused to or inhibited from seeking feedback, or when they do, they may be unable to judge the relevance of the comments (Winstone, Nash, Rowntree, & Parker, 2017).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Winstone, Nash, Rowntree, & Parker, 2017

      Not checked in the free run.

  • Classified as probably not a substantial claim. May combine two claims.

    Premisecitation

    Feedback is not an artefact (e.g., comments), nor is it an attempt to justify a grade.

    “Feedback is not an artefact (e.g., comments), nor is it an attempt to justify a grade (Carless & Boud, 2018).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Carless & Boud, 2018

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    Learners need support to develop feedback literacy, that is, the capacity to seek, understand, enact and produce evaluative information that leads to improvement.

    “Learners need support to develop feedback literacy, that is, the capacity to seek, understand, enact and produce evaluative information that leads to improvement.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    Preparing students to understand their role within the feedback process, particularly how they can seek, interpret and use the information, needs to occur early and continue throughout a course.

    “Preparing students to understand their role within the feedback process, particularly how they can seek, interpret and use the information, needs to occur early and continue throughout a course.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    Providing feedback comments to a peer engages learners with standards of work and further develops their capabilities of evaluative judgement.

    “Providing feedback comments to a peer engages learners with standards of work and further develops their capabilities of evaluative judgement (Tai et al., 2018).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Tai et al., 2018

      Not checked in the free run.

  • Classified as probably not a substantial claim.

    Interpretationcitation

    Learners need to develop their capability for evaluative judgment.

    “Learners need to develop their capability for evaluative judgment (Tai, Ajjawi, Boud, Dawson, & Panadero, 2018).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Tai, Ajjawi, Boud, Dawson, & Panadero, 2018

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationnone given

    Innovation stems from a sense of evaluative restlessness.

    “Innovation stems from a sense of evaluative restlessness.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationcitation

    Learners should be able to evaluate their own performance.

    “Learners should be able to evaluate their own performance.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Premisecitation

    This necessitates a degree of self-reflection on the part of educators, along with an inquiry mind-set.

    “This necessitates a degree of selfreflection on the part of educators, along with an inquiry mind-set (Elwood & Klenowski, 2002).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Elwood & Klenowski, 2002

      Not checked in the free run.

  • The quote only partly states this claim.

    Interpretationcitation

    Learners and educators having access to appropriate space and technology enables effective feedback.

    “4. Learners and educators have access to appropriate space and technology.”
    • Also stated in: § Results and discussion · plain
      “This finding was supported in the data, and played out in a number of ways across the cases:”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    Feedback information needs to be actionable.

    “Feedback information needs to be actionable.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationown data

    The design of feedback should always be considered in relation to subsequent related tasks.

    “The design of feedback should always be considered in relation to subsequent related tasks.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

    Interpretationcitation

    It is critical that educators consider what learners will do with the feedback comments, and how usable they are.

    “It is therefore critical that educators consider what learners will do with the feedback comments, and how usable they are (Winstone et al., 2017).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Winstone et al., 2017

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    Feedback comments need to be provided at a time that learners are best able to use them.

    “Feedback comments need to be provided at a time that learners are best able to use them.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Interpretationreasoning

    Educator-provided feedback comments are clearly interpretable by the learner, and provided in time to be used on a subsequent task.

    “This requires that educator-provided feedback comments are clearly interpretable by the learner, and provided in time to be used on a subsequent task.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    Feedback comments need to provide some insight into how the learner can usefully improve.

    “Feedback comments need to provide some insight into how the learner can usefully improve.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    Some specificity and detail in feedback comments will likely be more useful than generic praise or criticism.

    “For this reason, some specificity and detail in feedback comments will likely be more useful than generic praise or criticism.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationnone given

    Feedback should be timely, that is, it should occur when it is likely to have the most impact.

    “Feedback should be timely, that is, it should occur when it is likely to have the most impact.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationcitation

    Information provided being usable and learners knowing how to use it enables effective feedback.

    “5. Information provided is usable and learners know how to use it.”
    • Also stated in: § Results and discussion · plain
      “One of the key elements of effective feedback is the ability for learners to use the information in order to improve subsequent work or learning strategies (Boud & Molloy, 2013a).”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    Foster relationships between educators and learners by maintaining consistency of assessors.

    “Foster relationships between educators and learners by maintaining consistency of assessors.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: Personalised and meaningful feedback is dependent on the assessor understanding students' progression.

  • Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

    Premisecitation

    It is unlikely that a single feedback design will be effective for every type of learner, so it is important to try to understand the nature of different cohorts and pay attention to each learner's individual needs, including capacity for sense-making and motivation.

    “It is unlikely that a single feedback design will be effective for every type of learner, so it is important to try to understand the nature of different cohorts and pay attention to each learner's individual needs, including capacity for sense-making and motivation (Ryan & Henderson, 2018).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Ryan & Henderson, 2018

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Interpretationreasoning

    Different modes of feedback comments can cater for a variety of learner needs in differing contexts.

    “Different modes of feedback comments can cater for a variety of learner needs in differing contexts.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Interpretationreasoning

    In some contexts, a mixture of modes can complement each other and help learners' sense-making of the information.

    “In some contexts, a mixture of modes can complement each other and help learners' sense-making of the information.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    Tailoring feedback can involve extra work from educators, but these efforts can foster a relationship of respect and trust, and in turn increase learners' levels of receptiveness to the feedback comments.

    “Tailoring feedback can involve extra work from educators, but these efforts can foster a relationship of respect and trust, and in turn increase learners' levels of receptiveness to the feedback comments (Carless, 2013).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Carless, 2013

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    Recognise the emotional impact of feedback.

    “Recognise the emotional impact of feedback.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: Students can have emotional reactions to feedback comments that can then reduce their sense-making and motivation.
    • Rests on an assumption: Educators also have emotional reactions and may shy away from difficult conversations with learners.

  • Classified as probably not a substantial claim.

    Interpretationreasoning

    It cannot be assumed that new and sessional staff have broad experiences with effective feedback practices.

    “it cannot be assumed that new and sessional staff have broad experiences with effective feedback practices.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationreasoning

    Each feedback cycle builds on the previous one, and learners have several opportunities within each cycle to demonstrate their understanding and strengthen their performance.

    “In this way, each feedback cycle builds on the previous one, and learners have several opportunities within each cycle to demonstrate their understanding and strengthen their performance.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Premisecitation

    The development of pedagogic and assessment practices is a never-ending process that involves ongoing review and refinement.

    “As argued by Elwood and Klenowski (2002, p. 254), 'the development of pedagogic and assessment practices is a never-ending process that involves ongoing review and refinement'.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Elwood and Klenowski (2002, p. 254)

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S4 (based).

    Interpretationnone given

    When learners are provided with the opportunity to experience regular and varied feedback loops, the likelihood of important information being understood and acted upon increases.

    “When learners are provided with the opportunity to experience regular and varied feedback loops, the likelihood of important information being understood and acted upon increases.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationown data

    These results validate the relevance of all 12 conditions, but particularly the four conditions that had means of 4.5 or more: 1, 2, 5 and 10.

    “These results validate the relevance of all 12 conditions, but particularly the four conditions that had means of 4.5 or more: 1, 2, 5 and 10.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Interpretationreasoning

    Despite significant investment by institutions and educators in improving feedback, successful practices cannot easily be transplanted from one context to another.

    “Despite significant investment by institutions and educators in improving feedback, successful practices cannot easily be transplanted from one context to another.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Interpretationreasoning

    The conditions can be tackled in multiple ways and can synergistically impact on each other.

    “As noted in the case studies, the conditions can be tackled in multiple ways and can synergistically impact on each other.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

    Interpretationnone given

    Feedback is a process in which the learner needs to attend to, and make sense of, information about the quality of their performance in order to improve future work or learning strategies.

    “It is a process in which the learner needs to attend to, and make sense of, information about the quality of their performance in order to improve future work or learning strategies.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Interpretationreasoning

    Through a rigorous process of abstraction the paper has synthesised a framework that offers 12 key conditions that support effective feedback.

    “However, through a rigorous process of abstraction it has synthesised a framework that offers 12 key conditions that support effective feedback.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

    Interpretationreasoning

    An implication of this study is that educators and institutions need to recognise that effective feedback is complex and unlikely to be achieved unless conditions of capacity, design and culture are addressed.

    “An implication of this study is that educators and institutions need to recognise that effective feedback is complex and unlikely to be achieved unless conditions of capacity, design and culture are addressed.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S4 (based).

    Interpretationnone given

    The feedback information can vary greatly between contexts and still be considered to be highly effective.

    “The feedback information can vary greatly between contexts and still be considered to be highly effective.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    These 12 conditions reveal the importance of developing capacities for feedback in educators and students.

    “These reveal the importance of developing capacities for feedback in educators and students.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S4 (based). May combine two claims.

    Interpretationreasoning

    These design decisions are situated within a larger context and their success is clearly influenced by the capacities of educators, students and institutions.

    “However, these design decisions are situated within a larger context and their success is clearly influenced by the capacities of educators, students and institutions.”
    Quote in the paperNot a substantial claim
104 of 104

  • The paper relies on this without support.

    Assessment feedback has an important role in improving learners' decision making, and ultimately improving their learning outcomes.

    “Assessment feedback has an important role in improving learners' decision making, and ultimately improving their learning outcomes.”

  • The paper relies on this without support.

    Less consideration has been given to the contextual factors which surround and support existing effective feedback practices, and how these factors can be utilised in different settings to create the conditions in which effective feedback practices can flourish.

    “Less consideration has been given to the contextual factors which surround and support existing effective feedback practices, and how these factors can be utilised in different settings to create the conditions in which effective feedback practices can flourish.”

  • The paper relies on this without support.

    Students can have emotional reactions to feedback comments that can then reduce their sense-making and motivation.

    “Students can have emotional reactions to feedback comments that can then reduce their sense-making and motivation.”

  • The paper relies on this without support.

    Educators also have emotional reactions and may shy away from difficult conversations with learners.

    “However, educators also have emotional reactions and may shy away from difficult conversations with learners.”

  • The paper relies on this without support.

    Written comments and rubrics can be limited in detail and specificity.

    “Written comments and rubrics can be limited in detail and specificity.”

  • The paper relies on this without support.

    Personalised and meaningful feedback is dependent on the assessor understanding students' progression.

    “Personalised and meaningful feedback is dependent on the assessor understanding students' progression.”

  • The paper relies on this without support.

    Consistency and quality of feedback issues are particularly noticeable in subjects with more than one educator or assessor.

    “It is particularly noticeable in subjects with more than one educator or assessor.”

  • The paper relies on this without support.

    The literature is replete with studies that argue the ineffectual nature of dominant feedback practices while also reporting on innovations in feedback designs.

    “The literature is replete with studies that argue the ineffectual nature of dominant feedback practices while also reporting on innovations in feedback designs.”

  • The paper relies on this without support.

    Current thinking in the field concludes that feedback is more than educators just giving information to students.

    “However, current thinking in this field concludes that feedback is more than educators just giving information to students.”
9 of 9

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Feedback quality is strongly associated with specificity.

    “This is consistent with the research of Nelson and Schunn (2009); Henderson et al. (2019), who found that feedback quality is strongly associated with specificity.”

    From Impact of AI assistance on student agency (2024) · cites this paper as Henderson et al. (2019)

    In Results and discussion (page unavailable), the paper says that specific, detailed comments will likely be more useful than generic praise or criticism. This supports the importance of specificity, but it does not establish a strong association between specificity and feedback quality. (LLM, conf=0.85)

    Experimental — accuracy not yet measured

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Student interview count conflicts with the per-subject account

    Minor

    Three students from each of seven subjects would be 21 student interviewees, but the method summary reports interviews with 20 students.

1 of 1

Cites

Flagged first, then by citations

Research works printed but not linked: 1

  1. Carless, D. (2013). Trust and its role in facilitating dialogic feedback. In Feedback in higher and professional education: Understanding it and doing it well (pp. 90–103). Oxon: Routledge.

Cited by

Sorted by citations

Related

Authors
Henderson, M., Phillips, M., Ryan, T., Boud, D., Dawson, P., Molloy, E., & Mahoney, P.
Affiliations
  • Monash University (AU)
  • The University of Melbourne (AU)
  • University of Technology Sydney (AU)
  • Deakin University (AU)
Corresponding author
Henderson, Michael
ORCID
Venue
Higher Education Research & Development
Publisher
Informa UK Limited
Published
2019-10-09
Volume
38
Issue
7
Pages
1401-1416
ISSN
  • 0729-4360 (ISSN-L)
  • 1469-8366
DOI
10.1080/07294360.2019.1657807
OpenAlex
W2980142878
Cited by
248
References
31
Citations by year
2026: 36 · 2025: 46 · 2024: 43 · 2023: 47 · 2022: 40 · 2021: 29 · 2020: 7
FWCI
51.27
Type
journal article
Language
en
Open access
Licence
Locations
  • Higher Education Research & Development (publishedVersion, cc-by-nc-nd)
  • Monash University Research Portal (Monash University) (submittedVersion, cc-by-nc-nd)
  • Figshare (submittedVersion, cc-by)
  • UTS ePRESS (University of Technology Sydney) (submittedVersion)
Funders
  • Australian Government
  • Office for Learning and Teaching (ID16-5366)
  • Department of Education and Training (ID16-5366)
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, feedback effectiveness, contextual factors, higher education, feedback control design, institutional capacity, organizational culture, university leadership

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.

Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-10.

Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-10.

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.

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