Facilitating productive use of feedback in higher education
Abstract
Although feedback has a great potential for learning, students do not always make use of this potential. This article therefore reviews research literature on students’ use of feedback in higher education. This is done in order to find answers as to why some students do not use the feedback they receive and which factors are important in influencing students’ use of teacher feedback. Findings show that utility is not only a key feature for students’ use of feedback but also that some factors, such as lack of strategies for productively using feedback or lack of understanding of academic discourse, may hinder students’ possibilities to use the information formatively.
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Peer assessment is generally considered useful in encouraging students to act on feedback, especially when integrated in a deeper conversation about assessment.
“As explained previously, peer assessment can help address these issues and is generally considered useful in encouraging students to act on feedback (Jonsson, 2013), especially when integrated in a deeper conversation about assessment (Cartney, 2010).”
From The development of secondary students' feedback literacy: peer assessment as an intervention (2020) · cites this paper as Jonsson, 2013
Self-efficacy affects perceived behaviour of the patient; greater awareness of being able to carry out a long-term action makes that behaviour more easily implemented.
“Self-efficacy affects perceived behaviour of the patient as the greater the awareness of being able to carry out a long-term action, the more easily that behaviour will be implemented [59].”
There is often a discrepancy between students' reception and use of feedback, referred to as the feedback gap.
“Several studies have also found that there is often a discrepancy between students' reception and use of feedback, referred to as “the feedback gap” (Evans, 2013;Jonsson, 2013).”
From Using learning analytics to understand student perceptions of peer feedback (2021) · cites this paper as Jonsson, 2013
Jonsson's review concluded that the feedback gap relates to students' understanding of the feedback, as well as strategies and opportunities to use the feedback purposefully.
“A review by Jonsson (2013) concluded that this gap relates to student's understanding of the feedback, as well as strategies and opportunities to use the feedback purposefully.”
From Using learning analytics to understand student perceptions of peer feedback (2021) · cites this paper as Jonsson (2013)
Student's sensemaking of the feedback correlates with their experience of its usefulness is known from previous studies and relates to the problem of the feedback gap.
“That student's sensemaking of the feedback correlates with their experience of its usefulness is known from previous studies and relates to the problem of the feedback gap (Jonsson, 2013;Nelson & Schunn, 2009).”
From Using learning analytics to understand student perceptions of peer feedback (2021) · cites this paper as Jonsson, 2013
In a review, Jonsson (2013) found that a lack of understanding of academic terminology and assessment criteria was a common problem across many studies on student perception and use of feedback.
“In a review, Jonsson (2013) found that a lack of understanding of academic terminology and assessment criteria was a common problem across many studies on student perception and use of feedback.”
From Using learning analytics to understand student perceptions of peer feedback (2021) · cites this paper as Jonsson (2013)
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Lipnevich, A. A., Eßer, F. J., Park, M. J., & Winstone, N. (2023) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969594x.2023.2179956 · Cited by 18 · see citing works
“However, several studies demonstrated that students’ use of feedback can be rather limited (e.g., Handley et al., 2011; Jonsson, 2012; Price et al., 2016).”
BackgroundAbbinante, A., Antonacci, A., Antonioni, M., Butera, A., Castaldi, M., Cotellessa, S., Di Marco, C., Gangale, M., Izzetti, R., Luperini, M., et al. (2024) · International Journal of Dentistry · doi:10.1155/2024/8592336 · Cited by 15 · see citing works
“Self-ef fi cacy affects perceived behaviour of the patient as the greater the awareness of being able to carry out a long-term action, the more easily that behaviour will be implemented [59].”
BackgroundZheng, W., & Cheung Tse, A. W. (2023) · 2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) · doi:10.1109/tale56641.2023.10398319 · Cited by 13 · see citing works
How Technology Assists the Feedback Process in a Learning Environment: A Review
Huang, W., Brown, G. T. L., & Stephens, J. M. (2023) · 2023 IEEE International Conference on Advanced Learning Technologies (ICALT) · doi:10.1109/icalt58122.2023.00101 · Cited by 4 · see citing works
Drawing on Readerly Intuition in Sentence Level Feedback
Kaler, M. J., Vroom, J., & Richter, C. (2022) · Discourse and Writing/Rédactologie · doi:10.31468/dwr.913 · Cited by 1 · see citing works
- Authors
- Jonsson, A.
- Affiliations
- Malmö University, Sweden
- Venue
- Active Learning in Higher Education
- Publisher
- SAGE Publications
- Published
- 2012-12-10
- Volume
- 14
- Issue
- 1
- Pages
- 63-76
- ISSN
- 1469-7874 (ISSN-L)
- 1741-2625
- OpenAlex
- W2122933407
- Semantic Scholar
- b10e0170cc9a5af570d49a7bd43287e6dc92a7a8
- Cited by
- 414
- References
- 108
- Citations by year
- 2026: 32 · 2025: 38 · 2024: 33 · 2023: 45 · 2022: 42 · 2021: 44 · 2020: 45 · 2019: 41 · 2018: 21 · 2017: 17 · 2016: 19 · 2015: 17 · 2014: 11 · 2013: 9
- FWCI
- 57.57
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Active Learning in Higher Education (publishedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Psychology › Social Psychology › Communication in Education and Healthcare
- Keywords
- feedback use, teacher feedback, formative feedback, student learning, feedback strategies, academic discourse, university students
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