This post is provided by guest blogger, Dawn Budreau, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

Is feedback the responsibility of the teacher or the student? What does “feedback” really mean?  In their 2019 article, “Developing a Learning-Centred Framework for Feedback Literacy,” Molloy, Boud, and Henderson (2019) tackle these questions and more as they present a study on the learners’ perspective of the feedback process. Student understanding of what feedback entails and how feedback can or should be utilized by the learner was investigated. The article provides a breakdown of how the participants viewed their part in the process, four key features of student feedback literacy, and challenges that exist in getting students to understand the importance of their role in the feedback process.

This lengthy study provides a detailed look at the learner perspective of feedback as a mostly teacher-driven concept. The article does a good job of summarizing the results of the study but could go much further in analyzing how these results can be utilized. This is just the beginning of a conversation that all of us should have when setting expectations with a new class. Class consensus should be reached by all on what feedback is – an active process that teachers and students alike, are participants in. I recommend this article as a starting point to get you thinking on what feedback means to you and steps you can take to improve the use of feedback in your class.

Reference:

Molloy, E., Boud, D., & Henderson, M. (2019). Developing a learning-centred framework for feedback literacy. Assessment & Evaluation in Higher Education, 45(4), 527–540. doi: 10.1080/02602938.2019.1667955