Scholarship on feedback format tends to demonstrate that students prefer video feedback; however, the characteristics of study participants are often absent. This study builds on the scholarship of feedback practice mediated by technology and feedback literacy in intercultural contexts. A mixed methods approach examined international postgraduate…

Feedback can be powerful, but its effects are dependent on what students do. There has been intensive research in recent years under the banner of 'feedback literacy' to understand how to help students make the most of feedback. Although there are instruments to measure feedback literacy, they largely measure perceptions and orientations rather…

The Australian Government Tertiary Education Quality and Standards Agency's (TEQSA's) guidance notes are concise documents designed to provide high-level, principles-based guidance on interpretation and application of specific standards of the Higher Education Standards Framework (Threshold Standards) 2021. They also draw attention to other…

Due to recent conceptual shifts towards learner-centred feedback, there is a potential gap between research and practice. Indeed, few models or studies have sought to identify or evaluate which semantic messages, or feedback components, teachers should include in learner-centred feedback comments. Instead, teacher practices are likely to be…

Understanding how students engage with feedback is often reduced to a study of feedback messages that sheds little light on effects. Using the emerging notion of feedback encounters as an analytical lens, this study examines what characterizes productive feedback encounters when learning online. Drawing from a cross-national digital ethnographic…

Teacher feedback in reading class is closely associated with students' reading achievement. However, the underlying mechanisms of their relationship has been underexplored, especially in cross-cultural contexts. Using Control Value Theory of Achievement Emotions (CVTAE), this study tested the cross-cultural generalizability of reading enjoyment as…

This paper discusses a two-year study at an Australian university in which 154 undergraduate and 51 postgraduate students reflected on their experiences with flexible and personalised assessment where they could choose assessment tasks, submission dates and weightings of their assignments. Through pre- and post-course surveys and a focus group,…

In this study, the authors investigate the written feedback provided to primary and secondary pre-service teachers studying a specialisation in mathematics. The analysis focuses on 16 written reports completed by mentor teachers during the penultimate year placement of pre-service teachers. The evaluation employs a framework informed by the…

As universities strive to enhance course delivery and the student experience, typical endof-semester course evaluations have been demonstrated to provide insufficient and potentially biased detail for course improvement and innovation. The Student Led Observations for Course Improvement (SLOCI) team at The University of Queensland aims to provide…

Clinical reflection with a focus on student impact is now a mandated attribute for graduate teachers across Australia via the capstone teacher performance assessment task. This policy move is forcing teacher educators to examine their programs to find space for activities that help pre-service teachers to develop the skills and dispositions…

Feedback is a process in which students play a central role. To support this process, recent conceptual research suggests that students need to develop feedback literacies. However, additional empirical research is required to validate emergent frameworks of feedback literacy, including an investigation of the components of feedback literacy,…

Assessing group work formatively in higher education poses a significant challenge. The complexity of evaluating individual contributions is compounded by the lack of efficient and effective methods for tracking, analysing and assessing individual engagement and contributions, which can impede timely feedback and the development of group work…

Project-based work-integrated learning (PBWIL) is a unique type of WIL practice where students engage collaboratively on industry projects, addressing the needs of industry partners under the guidance of a teacher/educator. This complex pedagogical approach requires deep expertise from educators in securing industry partnerships, managing student…

Curriculum and professional standards mandate that digital technologies are used in schooling, and consequently, universities are required to prepare pre-service teachers for this in initial teacher education degrees. In response, one Australian university developed an inquiry-based collaborative approach, called creative inquiry. Feedback from…

This paper examines the effectiveness of providing personalised email feedback via an automated email application in a large undergraduate introductory accounting course. Over 1,200 students received feedback via emails sent weekly, semi-tailored to each student based on their results in online self-test learning quizzes. We first found that…