Quality of Feedback in Higher Education: A Review of Literature
Open accessAbstract
In raising the standards for professional educators, higher educators must be prepared to provide the highest quality feedback on student performance and work products toward improved outcomes. This review of the literature examined the major findings of 70 quantitative, mixed methods, or qualitative studies found in higher education journals across a range of disciplines. Multiple recommendations and results for feedback emerged which fall into the categories described by Susan Brookhart. This review found research for each of Brookhart’s categories, with results indicating differences between the perceptions of adherence to sound feedback practices versus the reality of implementation, the potential for innovative tool use, and a disagreement about the effectiveness of peers for providing effective feedback. Indicators for quality within the research confirmed the importance of commonly accepted standards such as positivity, specificity, timeliness, and encouraging active student participation. Additionally, trends and themes indicated a need for the consistent implementation of the feedback exchange process and flexibility to account for student input/preferences. Greater consistency toward the application of these quality indicators should be undertaken when determining the quality of higher education feedback for preservice teachers prior to undertaking summative licensure assessments.
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The quality of feedback comments is shaped by teachers' feedback literacy, quality assurance expectations, and disciplinary norms.
“The quality of feedback comments is also shaped by teachers' feedback literacy, quality assurance expectations, and disciplinary norms, which influence what counts as useful, appropriate, and actionable feedback comments in different contexts [7-9].”
From Making AI-Generated Feedback Matter: A Large-Scale Study of Feedback Workflows and Student Enactment (2026) · cites this paper as [7]
The ‘Instructor Perception vs. Implementation’ section links instructors’ beliefs and practices to feedback quality and describes feedback aimed at disciplinary standards. Section 4.1.2 says that understanding high-quality feedback does not always translate into effective implementation. The Introduction discusses accountability pressures, but the paper does not establish that quality assurance expectations shape feedback comments; nor does it explicitly frame the other factors as teachers’ feedback literacy. (LLM, conf=0.82)
Experimental — accuracy not yet measuredFeedback quality indicators are used by stakeholders in higher education to encourage active student participation.
“Feedback quality indicators are used by stakeholders in HE to encourage active student participation [71,72].”
From Artificial Intelligence for Assessment and Feedback to Enhance Student Success in Higher Education (2022) · cites this paper as [71]
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FEEDBACK: UNVEILING ITS IMPACT AND ENHANCING ITS EFFECTIVENESS IN EDUCATION
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Sustainable Development in Third Level Programs: Distilling a Pathway to a True Net-Zero Education
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The Dimensions of Abundance in AI-Generated Feedback
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Human-AI feedback in clinical interview training: evidence and lessons in physiotherapy education
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Was meinst du eigentlich, wenn du von ‹Feedback› sprichst?
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Making assessment feedback effective in higher education: A review of literature
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An Online Marking, Feedback and Moderation Tool for Computer Science Higher Education Courses
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Win, Win, Win: Framing Feedback for Better Giver and Receiver Outcomes
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Yazma Eğitiminde Geri Bildirim: Kavramsal Bir Çerçeve
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Utilizing Educational Technology for Formative Assessment in Nursing Education: A Scoping Review
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Exploring how verbal feedback is perceived among peers in police workplace learning programs
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Enhancing Oral Communication Skills Using VR? A Conceptual Model and Research Agenda
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Consequential feedback as a mechanism of action in educational leadership simulations
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Designing Formative Feedback Guidelines for Group Development Stages in Virtual Collaboration
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El desarrollo de la experticia evaluativa a través del trabajo con ejemplares en educación superior
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GPT-4 Feedback Increases Student Activation and Learning Outcomes in Higher EducationPreprint
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“The quality of feedback comments is also shaped by teachers’ feedback literacy, quality assurance expectations, and disciplinary norms, which influence what counts as useful, appropriate, and actionable feedback comments in different contexts [7–9].”
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Exploring students’ perception towards teachers’ oral feedback in EFL classroom
Anaktototy, K., & Latumeten, C. (2022) · Cypriot Journal of Educational Sciences · doi:10.18844/cjes.v17i12.7293
Critical Role of Feedback in the Mentoring Process
Moloney, M., Pope, J., & Donnellan, A. (2023) · Springer texts in education · doi:10.1007/978-3-031-37186-8_7
Forschungssynthesen in der Mediendidaktik Ansätze und Herausforderungen
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Churchill, H., Oakley, C. M., & Knight, J. (2023) · Cancer Nursing Practice · doi:10.7748/cnp.2023.e1852
A comprehensive application architecture for unlocking the potential of student feedback
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A practitioner reflection and response to students’ perceptions of assessment at Higher Education
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Evaluation of Quality at University as Challenge in Education
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- Authors
- Haughney, K., Wakeman, S., & Hart, L.
- Affiliations
- Georgia Southern University (US)
- University of North Carolina at Charlotte (US)
- Corresponding author
- Haughney, Kathryn
- Venue
- Education Sciences
- Publisher
- MDPI AG
- Published
- 2020-03-05
- Volume
- 10
- Issue
- 3
- Pages
- 60
- ISSN
- 2227-7102 (ISSN-L)
- OpenAlex
- W3009323180
- Cited by
- 104
- References
- 110
- Citations by year
- 2026: 28 · 2025: 18 · 2024: 20 · 2023: 18 · 2022: 14 · 2021: 5 · 2020: 1
- FWCI
- 14.43
- Type
- journal article
- Language
- en
- Open access
- gold
- dx.doi.org
- Licence
- Locations
- Education Sciences (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- University of North Carolina at Charlotte
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Teacher Education and Assessments
- Keywords
- feedback quality, higher education, student performance feedback, peer feedback, pre-service teachers, teacher professional development, student participation
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