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Feedback to students has been highlighted in the literature as an area where improvements are needed. Students need high quality, prompt feedback, but they also need guidance and tools to help them engage with and learn from that feedback. This case study explores staff and student perceptions of a tool at Sheffield Hallam University which releases electronic feedback to students before allowing them to access their grades. This approach was designed to encourage feedback engagement and connection with future assessments. The methods employed were student interviews and staff questionnaires about their experiences. The data were analysed to evaluate the effectiveness of this approach, create recommendations for institutions looking to improve feedback engagement and identify areas for further development. [ABSTRACT FROM PUBLISHER]

This paper explores the potential of technology-enabled feedback to improve student learning. ‘Technology, Feedback, Action!: The impact of learning technology upon students’ engagement with their feedback’ aimed to evaluate how a range of technical interventions might encourage students to engage with feedback and formulate actions to improve future learning. The study used qualitative methods and worked in partnership with 23 undergraduate students to explore their experiences of receiving different forms of feedback with varying degrees of technical intervention including, but not limited to, electronic feedback with grades withheld; online grade publication; criteria-based feedback; and more traditional feedback methods. Through a series of semi-structured interviews, student participants were encouraged to articulate their experiences of feedback. The online publication of grades and feedback and the adaptive release of grades were found to significantly enhance students’ engagement with their feedback. Data were analysed using a thematic approach, and the main themes were used to inform the development of a series of good practice guides. The findings are discussed in the context of current literature. [ABSTRACT FROM PUBLISHER]

This article presents a review of the literature over the past 10 years into the use of technological interventions that tutors might use to encourage students to engage with and action the feedback that they receive on their assessment tasks. The authors hypothesise that technology has the potential to enhance student engagement with feedback. During the literature review, a particular emphasis was placed on investigating how students might better use feedback when it is published online. This includes where an adaptive release technique is applied requiring students to submit an action plan based on their feedback to activate the release of their grade, and electronic generation of feedback using statement banks. Key journals were identified and a snowball technique was used to select relevant literature. The use of technology to support and enhance student learning and assessment is well documented in the literature, and effective feedback practices are similarly well published. However, in terms of the use of technology to support and enhance feedback processes and practices (i.e. production, publication, delivery and students making use of feedback through technology), we found the literature to be limited. [ABSTRACT FROM AUTHOR]