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Enhancing Student Feedback for Academic Growth

A Report on Supporting Student Reflection, Response and Academic Growth

1. Introduction

Feedback is not a correction; it is a conversation. For students, feedback offers a pathway to deeper understanding, skill refinement and academic confidence. This report outlines evidence-informed strategies for academic professionals supporting students to interpret, apply and reflect on feedback with clarity, emotional pacing and strategic intent.

2. Rationale

According to the Education Endowment Foundation, feedback has one of the highest impacts on student progress when it is specific, actionable and timely. Yet many students struggle to engage with feedback meaningfully, either dismissing it, misinterpreting it or feeling overwhelmed. Academic professionals must therefore scaffold feedback literacy as a core component of academic development.

3. Methodology

This report synthesises pedagogical frameworks, student feedback and curated resources from the EEF, TeacherToolkit’s verbal feedback guide and Cornwall Research School’s feedback strategies. Each strategy is designed for integration into academic practice, whether through supervision, tutorials, formative assessment or personal development planning.

4. Findings

4.1 Understand the Purpose of Feedback

Students should be supported to see feedback as a tool for growth, not a judgment. Feedback may focus on:

  • Task clarity (e.g. structure, argument, evidence)
  • Subject knowledge (e.g. accuracy, depth, terminology)
  • Self-regulation (e.g. time management, revision habits)
  • Process and effort (e.g. drafting, engagement, persistence)

EEF research shows that feedback focused on the task and process is more effective than feedback focused on the individual.

4.2 Create a Feedback Response Routine

Students benefit from structured routines for engaging with feedback. This may include:

  • Reading feedback slowly and without judgment
  • Highlighting key suggestions or questions
  • Paraphrasing feedback to ensure understanding
  • Creating an action plan for improvement
  • Discussing feedback with a tutor or peer

Cornwall Research School recommends planning for how students will receive and use feedback, including emotional readiness and trust in the feedback source.

4.3 Use Verbal and Live Feedback Strategically

Verbal feedback, especially when delivered during the learning process, can be more immediate and emotionally supportive than written comments. TeacherToolkit advocates for “live marking” and structured verbal feedback to reduce workload and increase student engagement.

4.4 Track Progress Over Time

Students should be encouraged to keep a feedback log or portfolio. This helps identify recurring themes, track improvements, and build self-awareness. Reflection prompts and feedback journals can be embedded into supervision or study skills sessions.

4.5 Ask for Clarification and Dialogue

Feedback is most effective when it leads to dialogue. Students should be supported to ask questions, seek clarification and co-construct understanding. This builds academic agency and relational trust.

5. Discussion

Feedback is not a one-way transmission; it is a relational scaffold. Students who engage with feedback reflectively and strategically report improved confidence, deeper learning and greater academic resilience. Academic professionals play a critical role in modelling feedback literacy, validating emotional responses and embedding feedback into inclusive learning design.

6. Recommendations for Academic Staff

  • Introduce feedback literacy during induction, tutorials or supervision
  • Scaffold feedback response routines using logs, prompts and peer modelling
  • Use verbal and live feedback to support emotional pacing and immediacy
  • Encourage students to track feedback themes and progress over time
  • Signpost trusted frameworks and feedback guides with embedded links

What part of my feedback feels most useful or unclear?

What small change could I make this week based on my feedback?

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