{"id":68,"date":"2015-10-19T19:21:53","date_gmt":"2015-10-19T22:51:53","guid":{"rendered":"http:\/\/blog.delts.mun.ca\/id-resources\/?page_id=68"},"modified":"2025-08-28T13:14:55","modified_gmt":"2025-08-28T16:44:55","slug":"making-feedback-learner-centered","status":"publish","type":"post","link":"https:\/\/blog.citl.mun.ca\/instructionalresources\/making-feedback-learner-centered\/","title":{"rendered":"Making Feedback Learner-Centered"},"content":{"rendered":"

This resource outlines guidelines and methods for providing effective, learner-centered feedback.<\/p>\n

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\u201cNothing that we do to, or for, our students is more important than our assessment of their work and the feedback we give them on it. The results of our assessment influence our students for the rest of their lives and careers \u2014 fine if we get it right, but unthinkable if we get it wrong.\u201d<\/p>\n

(Race, Brown, & Smith, 2005, p. xi)<\/em><\/p>\n<\/blockquote>\n

<\/a>Learner-Centered Feedback<\/h2>\n

Feedback is a crucial component of the learning process, offering students constructive insights into their performance to guide improvement and foster deeper understanding. Effective feedback, provided with or without a grade, can help improve students’ learning.<\/p>\n

Learner-centered feedback should support students to:<\/p>\n

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  1. understand the relevance of what they are learning;<\/li>\n
  2. reflect on and evaluate their learning; and<\/li>\n
  3. communicate their knowledge in real-world contexts (Blumberg, 2009).<\/li>\n<\/ol>\n

    Learner-centered feedback can be delivered in many ways. Common modes include written comments on assignments, verbal feedback during class discussions or one-on-one meetings, and digital feedback via email or interactive tools like online quizzes<\/a> or Intelligent Agents<\/a> in Brightspace. Students also receive feedback through instructors\u2019 facial expressions, tone, body language, and gestures  (Costello & Crane 2015), which must be taken account when delivering feedback orally whether in person or through audio\/video recordings.<\/strong><\/p>\n

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    The FIDeLity Model<\/h3>\n
    <\/span><\/div>\n<\/p><\/div>\n
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    F<\/strong>requent, I<\/strong>mmediate, and D<\/strong>iscriminating (based on clear criteria and standards), and delivered L<\/strong>ovingly (Fink, 2003, p. 83).<\/p>\n<\/div><\/div>\n

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    The SMART Model<\/h3>\n
    <\/span><\/div>\n<\/p><\/div>\n
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    S<\/strong>pecific, M<\/strong>eaningful, A<\/strong>pplicable, R<\/strong>eflective, and T<\/strong>imely (Crane, 2010).<\/p>\n<\/div><\/div>\n<\/div>\n

    Regardless of what model you use, effective feedback should encourage students to reflect on their learning and apply the feedback to future work, and it must  be delivered in a timely and kind manner (Geyskens et al., 2012).<\/p>\n

    More recent scholarship has coalesced on the conditions necessary for instructors to give effective feedback and the conditions necessary for students to receive that feedback.<\/p>\n

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    Feedback is successful when:<\/strong><\/td>\n<\/tr>\n
          Capacity for feedback<\/td>\nStudents and instructors understand and value feedbackStudents are active in the feedback processInstructors seek and use evidence to plan and judge effectiveness of feedbackStudents and instructors have access to appropriate space and technology to receive and provide feedback<\/td>\n<\/tr>\n
          Design for feedback<\/td>\nFeedback provided is usable and students know how to use itFeedback is tailored to meet the different needs of studentsFeedback is delivered in a variety of modes (as appropriate)Feedback is aligned with learning outcomes<\/td>\n<\/tr>\n
            Culture for feedback<\/td>\nFeedback is valued and visible at all levelsThere are processes in place to ensure consistency and quality of feedbackLeaders and instructors ensure commitment to effective feedbackInstructors have flexibility to deploy resources to best effect<\/td>\n<\/tr>\n<\/tbody>\n<\/table>
    Adapted from Henderson et al., (2019), p. 1406.<\/figcaption><\/figure>\n

    <\/a> <\/h3>\n

    <\/a>General Guidelines for Good Feedback<\/h2>\n

    Good feedback should:<\/p>\n