Beyond ‘doing time’: investigating the concept of student engagement with feedback

Abstract

Feedback on students' assignments may be comprehensive and well-constructed as a result of careful thought from tutors trying to identify and address students' needs. However, feedback's utility ultimately depends on the way students engage with it. 'Doing time' by complying with a norm of collecting, but then only skim-reading, feedback is a long way from the 'mindful' engagement associated with reflection, interpretation, deepening understanding and changes in later behaviour.This article argues that the literature's traditional focus on experimental studies of feedback attributes (whilst ignoring students' engagement) is misplaced, particularly given the methodological problems and inconsistent findings associated with these studies. These limitations suggest the need for an alternative line of enquiry.In this article, we develop a conceptual framework intended to illuminate the process of student engagement with feedback. We further propose a research agenda which can convey the variety of student experiences and generate analytic insights about students' evolving engagement as a result of multiple feedback encounters in an educational setting. We suggest that this research agenda can lead to policies and practices to enhance student engagement with feedback, which may build students' sense of responsibility and ownership for their learning.

‘It'd be useful, but I wouldn't use it’: barriers to university students’ feedback seeking and recipience

“…As noted earlier, for feedback to be put into action, students have to be 'ready to engage' (Handley et al 2011); our data show that this implementation can be impeded by a lack of proactivity and receptiveness. Many participants seemed aware that they need to be proactive in seeking and using feedback.…”

“…It is noteworthy that at first glance most of Jonsson's (2013) factors seem to place primary responsibility on the feedback sender, rather than the receiver, in ensuring that feedback is effectively used. In contrast, Handley, Price, and Millar (2011) discussed how students' 'readiness to engage' is also crucial, incorporating factors such as their motivation to receive feedback, and their emotional response. Further barriers, such as students' weak assessment literacy skills, may also contribute to the lack of engagement with feedback, and these kinds of barrier will undoubtedly require investment from both sender (teacher) and receiver (student) to resolve.…”

“…This illustrates powerfully the fact that students' use of feedback operates within the 'spheres of engagement' in a student community (Handley et al 2011). …”

Peer feedback on college students’ writing: exploring the relation between students’ ability match, feedback quality and essay performance

“…Whether a student benefits from received (peer) feedback is contingent on his or her mindful reception of, engagement with, and utilization of the feedback (Handley, Price, & Millar, 2011). This study focused directly on authors' summative essay performance, and not on the preceding step of feedback utilization.…”

Feedback in technology‐based instruction: Learner preferences

“…However, some have doubted the underlying efficacy of the performance focused approach and have called for research which places greater focus on the learner (Mory 2003: 771, Handley, Price, et al 2011. Handley, Price, et al (2011) point to two issues endemic to performance based studies. First, they propose the reductivist nature of prior research designs serves to 'disaggregate' the impact of each feedback attribute.…”