Designing for productive feedback: an analysis of two undergraduate courses in biology and engineering

Abstract

In the wake of a growing emphasis on students taking a more central role in shaping their own learning, it has become increasingly important that course designs cater for productive feedback. This study explores how feedback opportunities were incorporated into two course designs that in different ways aimed at engaging students actively in knowledge construction, and what might have contributed to making feedback in those contexts productive. A thematic analysis of course documents and interviews with teachers and students reveals that both courses included productive feedback opportunities. These were generated by arranging task and responsibilities in such ways that students could make use of feedback in their immediate work and their future learning. Our findings suggest that planning for productive feedback entails more than generating good feedback comments. Instead, teachers should view feedback as integral to their course designs and consider the practices of their disciplines during the planning process.