Using learner-centred feedback design to promote students’ engagement with feedback

ABSTRACT

Students’ engagement with feedback is a major determinant of feedback effectiveness. There is evidence, however, that not all students engage with feedback well because the transmission, teacher-centred approach overlooks students’ role in feedback processes. This study explores how learner-centred feedback processes could be designed to enhance students’ engagement. Embedded in two-stage assignments, the first step of the design involved peer feedback on a mid-term assignment. The second step included students producing an audio file to self-assess performance, followed by their teacher’s audio response to their self-assessment prior to the submission of a related, final assignment. Data analysis on an open-ended survey, interviews with 35 taught postgraduates and selected feedback vignettes indicated that this learner-centred design could promote students’ engagement by increasing their feedback responsibility, evaluative judgement and psychological safety. The significance of this article lies in discussing learner-centred feedback design principles and the wider application of the learner-centred practice.

KEYWORDS:

• Learner-centred feedback
• feedback design
• engagement
• ecological perspective

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by Teaching Development Grant (Project title: Using innovative feedback approaches to enhance student learning), The University of Hong Kong.