Students, Instructors, and Context: A Model for Investigating Feedback Processes

• In Event: Assessment in the Higher Education Context

Abstract

While multiple frameworks exist for describing how feedback should be given to post secondary students, a growing area of research is how undergraduate learners engage with the feedback they are provided. In order to investigate how students engage with feedback, there is a need for a coherent model which considers the role of the instructor, the student, and the context in which they interact. The purpose of this paper is to synthesize the theories on the topic of feedback literacy into one cohesive theoretical framework that is inclusive of student and instructor roles, which creates entry points for empirical research.

Author

• Brit M Paris, Capilano University