Creating inclusive feedback literacy resources and policies through student voice
Session Type
Presentation
Room
Physics and Astronomy, room 106
Start Date
16-7-2025 1:30 PM
End Date
16-7-2025 2:00 PM
Keywords
Feedback Literacy, Well-being, Resource Development, Student Voice, First-year students
Primary Threads
Teaching and Learning Science
Abstract
Feedback is an important aspect to learning, and there is potential for students to engage with feedback more effectively. As students, we can appreciate the emotional toll and challenge of feedback. Instructors, including our research partners, can attest to the surge of regrade requests following academic feedback during grade release.To prompt students to reflect first before emailing their instructor, a potential strategy is for instructors to enforce a delay, asking students to wait a specified amount of time (e.g. 24 hours) before contacting them. Whether students have the skills to navigate this delay and what the impact of this strategy is on the feedback process is unknown.
Students often do not have the skills to engage with feedback leading to emotional distress, confusion, and ineffective learning practices (1-3). This lack of feedback literacy is not well supported through institutional resources (4) and should be investigated.
1) We aim to use suggestions and narratives from students (student voice) to explore how they navigate delays in the 24 hours following returned feedback.
2) This information will help develop a resource to support student well-being and help develop productive attitudes towards learning and feedback literacy skills.
Methods:
Participants were recruited from diverse disciplines at Western University (Dentistry, FIMS, PhysPharm, Medicine, and Nursing) to join student-led focus groups via Zoom. These discussions will explored students' attitudes, emotions and strategies related to feedback delays. Insights gathered through thematic analysis will be used in the collaborative creation of an inclusive feedback literacy resource.
Results from thematic analysis will be presented. Western Ethics Approval: #125715
1. Little T, Dawson P, Boud D, Tai J. Can students’ feedback literacy be improved? A scoping review of interventions. Assess Eval High Educ [Internet]. 2023 Feb 22;1–14. Available from: https://doi.org/10.1080/02602938.2023.2177613
2. Crommelinck M, Anseel F. Understanding and encouraging feedback-seeking behaviour: a literature review. Med Educ. 2013 Mar;47(3):232–41.
3. Dong C, Isings E, Jones S, Samson H, McCorquodale L, Telfer T, et al. Feedback and Focus: Exploring Post-Secondary Students’ Perceptions of Feedback, Mindfulness, and Stress. Cogent Education. 2024;
4. Van der Kleij FM, Lipnevich AA. Student perceptions of assessment feedback: a critical scoping review and call for research. Educ Assess Eval Account [Internet]. 2021;33(2):345–73. Available from: https://doi.org/10.1007/s11092-020-09331-x
Elements of Engagement
Two scenarios based on outcomes we came across during focus groups of receiving feedback will be explored. The audience will be asked to reflect on next steps and discuss with the person next to them, the impact on their well-being, engagement with the feedback, and subsequent performance on evaluations. We will then discuss the reflections guided by structured prompts such as "How would you initially respond to this feedback?" and "How could delaying your reaction change your engagement with the feedback?" This structured approach will facilitate deeper discussions about managing emotional reactions and encourage sharing practical strategies for productive feedback engagement.
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Creating inclusive feedback literacy resources and policies through student voice
Physics and Astronomy, room 106
Feedback is an important aspect to learning, and there is potential for students to engage with feedback more effectively. As students, we can appreciate the emotional toll and challenge of feedback. Instructors, including our research partners, can attest to the surge of regrade requests following academic feedback during grade release.To prompt students to reflect first before emailing their instructor, a potential strategy is for instructors to enforce a delay, asking students to wait a specified amount of time (e.g. 24 hours) before contacting them. Whether students have the skills to navigate this delay and what the impact of this strategy is on the feedback process is unknown.
Students often do not have the skills to engage with feedback leading to emotional distress, confusion, and ineffective learning practices (1-3). This lack of feedback literacy is not well supported through institutional resources (4) and should be investigated.
1) We aim to use suggestions and narratives from students (student voice) to explore how they navigate delays in the 24 hours following returned feedback.
2) This information will help develop a resource to support student well-being and help develop productive attitudes towards learning and feedback literacy skills.
Methods:
Participants were recruited from diverse disciplines at Western University (Dentistry, FIMS, PhysPharm, Medicine, and Nursing) to join student-led focus groups via Zoom. These discussions will explored students' attitudes, emotions and strategies related to feedback delays. Insights gathered through thematic analysis will be used in the collaborative creation of an inclusive feedback literacy resource.
Results from thematic analysis will be presented. Western Ethics Approval: #125715
1. Little T, Dawson P, Boud D, Tai J. Can students’ feedback literacy be improved? A scoping review of interventions. Assess Eval High Educ [Internet]. 2023 Feb 22;1–14. Available from: https://doi.org/10.1080/02602938.2023.2177613
2. Crommelinck M, Anseel F. Understanding and encouraging feedback-seeking behaviour: a literature review. Med Educ. 2013 Mar;47(3):232–41.
3. Dong C, Isings E, Jones S, Samson H, McCorquodale L, Telfer T, et al. Feedback and Focus: Exploring Post-Secondary Students’ Perceptions of Feedback, Mindfulness, and Stress. Cogent Education. 2024;
4. Van der Kleij FM, Lipnevich AA. Student perceptions of assessment feedback: a critical scoping review and call for research. Educ Assess Eval Account [Internet]. 2021;33(2):345–73. Available from: https://doi.org/10.1007/s11092-020-09331-x