1st Edition

Unpacking Students’ Engagement with Feedback Pedagogy and Partnership in Practice

    174 Pages 32 B/W Illustrations
    by Routledge

    174 Pages 32 B/W Illustrations
    by Routledge

    Learners of all levels receive a plethora of feedback messages on a daily – or even hourly – basis. Teachers, coaches, parents, peers – all have suggestions and advice on how to improve or sustain a certain level of performance.

    This volume offers insights into the complexity of students’ engagement with feedback, the diversity of teachers’ feedback practices, and the influence of personal assessment beliefs in tension with prevailing contexts. It focuses on two main sections: what is students’ engagement with feedback? And what is the variety of teachers’ feedback practices? Under these themes, the content covers a broad range of key topics pertaining to instructional feedback, how it operates in a classroom and how students engage with feedback. Unarguably, feedback is a key element of successful instructional practices – however we also know that (a) learners often dread it and dismiss it and (b) the effectiveness of feedback varies depending on teacher’s and student’s characteristics, specific characteristic of feedback messages that learners receive, as well as a number of contextual variables. What this volume articulates are new ways for learners to engage with feedback beyond recipience and uptake.

    With nuanced insights for research and practice, this book will be most useful to teachers, university teacher educators, and researchers working to design and enact new ways of engaging with feedback in schools and beyond.

    1. The many dimensions of student engagement with instructional feedback

    Anastasiya A. Lipnevich, Jessica To, and Kelvin Tan Heng Kiat

    Part 1: What is students’ engagement with feedback?

    2. What happens in the black box in which students engage with feedback

    Rachel Goh and Kelvin Tan Heng Kiat

    3. Students’ emotions in feedback engagement

    Jessica To, Jonathan Gutterman, and Anastasiya A. Lipnevich

    4. Receptivity to instructional feedback

    Anastasiya A. Lipnevich, Carolina Lopera-Oquendo, and Mi Jin Park

    Part 2: What is the variety of teacher feedback practices?

    5: From discrete feedback practices to a coherent feedback pedagogy

    Karen Lam and Tay Hui Yong

    6. Students' conceptions of assessment feedback responses

    Wong Hwei Ming, Kelvin Tan Heng Kiat, and Rachel Goh

    7. How do teachers experience assessment feedback?

    Rachel Goh and Kelvin Tan Heng Kiat

    8. Student-centered feedback pedagogy and implications for feedback partnerships

    Jessica To, Kelvin Tan Heng Kiat, and Maureen Lim

    9. Students' engagement with feedback: Current understanding and future directions

    Jessica To, Kelvin Tan Heng Kiat, and Anastasiya A. Lipnevich


    Anastasiya A. Lipnevich is a professor of educational psychology at Queens College and the Graduate Center of the City University of New York. Her research interests include instructional feedback, formative assessment, alternative ways of cognitive and non-cognitive assessment, and the role of psychosocial characteristics in individuals’ academic and life achievement.

    Jessica To is an education research scientist at National Institute of Education (NIE), Nanyang Technological University. Her research interests lie in learner-centered feedback designs, feedback partnerships, peer and self-assessment as well as dialogic use of exemplars.

    Kelvin Tan Heng Kiat is an associate professor with National Institute of Education’s Learning Sciences and Assessment Academic Group. He instructs school leaders in the Leadership in Education program in NIE for learning, and his research interests are on assessment literacy and leadership.

    This book brings new visibility to what is a complex and often hidden process – student engagement with feedback. The authors present a seamless integration of original research with implications for practice that stands to bring new clarity of focus to the research agenda in this important area.

    Professor Naomi E. Winstone, Surrey Institute of Education, University of Surrey, UK

    So much is given and so little received, understood, or actioned. This is the book that helps turn the feedback tide, with exemplary researchers discussing not only the feedback given, but the feedback received. For those researchers, practitioners and students of feedback, there are rich pickings between these covers.

    Laureate Professor Emeritus John Hattie, University of Melbourne, Australia

    In recent years, educators have made great strides in offering students personalized feedback that clarifies the learning goals, where students are on the pathway to those goals, and what additional steps must be taken to reach those goals What we have lacked are clear ideas on how to encourage students’ meaningful engagement with that feedback and how to help students develop strategies for gaining feedback on their own. This book addresses that critical gap, offering practical, evidence-based guidance to educators at all levels. It is the crucial next step!

    Professor Emeritus Tom Guskey, University of Kentucky, USA