Rethinking models of feedback for learning: the challenge of design

2012/05/31 by David Boud, Elizabeth Molloy · 19 citations
Engineering · Social Sciences · #Engineering Education and Curriculum Development #Evaluation of Teaching Practices #Student Assessment and Feedback

paper · doi:10.1080/02602938.2012.691462

openalex publication_date 2012/05/31 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/31

Abstract

Student feedback is a contentious and confusing issue throughout higher education institutions. This paper develops and analyses two models of feedback: the first is based on the origins of the term in the disciplines of engineering and biology. It positions teachers as the drivers of feedback. The second draws on ideas of sustainable assessment. This positions learners as having a key role in driving learning, and thus generating and soliciting their own feedback. It suggests that the second model equips students beyond the immediate task and does not lead to false expectations that courses cannot deliver. It identifies the importance of curriculum design in creating opportunities for students to develop the capabilities to operate as judges of their own learning.

Citations

• Visible Learning
• Assessment for learner self‐regulation: enhancing achievement in the first year using learning technologies
• Feedback and Self-Regulated Learning: A Theoretical Synthesis
• Focus on Formative Feedback
• The Power of Feedback

Cited by

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• Advancing equity in applied health and care research training: a reflexive perspective on the NIHR INSIGHT programme
• Making Sense of Interdisciplinary General Education Curriculum Design: Case Study of Common Core Curriculum at the University of Hong Kong
• Latent classes of self-reported feedback experiences: exploring students’ challenges, motivations, and action-taking behaviours in feedback processes
• The development of student feedback literacy: enabling uptake of feedback
• Authentic assessment: creating a blueprint for course design
• The power of internal feedback: exploiting natural comparison processes
• Self-assessment is about more than self: the enabling role of feedback literacy
• Students’ perceptions of, and emotional responses to, personalised learning analytics-based feedback: an exploratory study of four courses
• Authentic feedback: supporting learners to engage in disciplinary feedback practices
• Developing and validating a student feedback literacy scale
• Developing student feedback literacy through self and peer assessment interventions
• Rubric co-creation to promote quality, interactivity and uptake of peer feedback
• Designing relational feedback: a rapid review and qualitative synthesis
• A four-dimensional conceptual framework for student assessment literacy in holistic competency development
• Effects of teacher, peer and self-feedback on student improvement in online assessment: the role of individuals’ presumptions and feedback literacy
• Investigating student perceptions of an AI-powered chatbot to support feedback interpretation and uptake in higher education
• Assessing student perceptions and use of instructor versus <scp>AI</scp> ‐generated feedback

Related

• The development of student feedback literacy: enabling uptake of feedback
• Supporting student and teacher feedback literacy: an instructional model for student feedback processes
• Why is effective feedback so critical in teaching and learning?
• The value of oral feedback in the context of capstone projects in design education
• The Power of Feedback