In search of learning-focused feedback practices
A linguistic analysis of higher education feedback policy
Bibliographic Data
| ID | 19378963 |
|---|---|
| Authors | Joseph Arthur Davies (0000-0002-5133-6263, Language and Culture Center, Duke Kunshan University, Kunshan, P.R. China, corresponding author) |
| Year | 2023 |
| Volume | 48 |
| Issue | 8 |
| Pages | 1208-1222 |
| Publication date | 2023-11-17 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2023.2180617 |
| OpenAlex | W4321497670 |
| Language | EN |
| Citations received | 4 |
| References cited | 33 |
Feedback can have one of the biggest positive influences on higher education learners. Despite this, teachers and students consistently report being dissatisfied with feedback. In response, there has been a theoretical shift in how feedback is conceptualised and discussed within the research literature. Older transmission-focused models have evolved into more learning-focused approaches. However, the extent to which higher education feedback policy, and subsequent practice, embrace such current thinking is unclear. This research adopted a corpus linguistics approach to analyse how the term ‘feedback’ was used within 50 UK higher education institutions’ feedback policy texts. Sketch Engine was used to analyse ‘feedback’ collocation frequencies. To investigate differences between research-intensive (Russell Group) and more teaching-focused (non-Russell Group) universities, separate corpora were also compiled and compared. Quantitative results showed that the most frequent feedback collocations related to outdated transmission-focused feedback practices. However, qualitative deductive thematic analysis found that many feedback policies did present learning-focused feedback practices despite using transmission-focused language. Feedback appears to mean different things to different higher education institutions which could lead to confusion for teachers and students. The research concludes by presenting key practical implications for practitioners involved in feedback policy design and enactment to improve practice
Confusion · Higher education · Mathematics education · Pedagogy · Peer feedback · Political science · Qualitative research · Sketch · Social science · Sociology · Thematic analysis · Computer Science · Evaluation and Performance Assessment · Higher Education Learning Practices · Psychology · Student Assessment and Feedback
Handbook of Research on Educational Communications and Technology
Designing Effective Feedback Processes in Higher Education
Textual Patterns
The feedback triangle and the enhancement of dialogic feedback processes
English-medium instruction in Chinese higher education
Teacher feedback literacy and its interplay with student feedback literacy
Characterising feedback cultures in higher education
Feedback literacy
Language socialization and identity in intercultural communication
Feedback
What feedback literate teachers do
Reconsidering student feedback literacy from an ecological perspective
What makes for effective feedback
Rethinking models of feedback for learning
From feedback-as-information to feedback-as-process
‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it
The Sketch Engine
Feedback literacies as sociomaterial practice
Culturally appropriate pedagogy
The development of student feedback literacy
Policy enactments in the UK secondary school
Using thematic analysis in psychology
The Power of Feedback
It'd be useful, but I wouldn't use it
Feedback
Differing perceptions in the feedback process
| Citations per year | 2 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |