Identifying the Dimensions of Constructive Feedback in Formative Assessment Across Disciplines
Keywords:
Constructive feedback, formative assessment, higher education, qualitative research, disciplinary practices, feedback literacy, student engagementAbstract
This study aimed to identify and explore the key dimensions of constructive feedback within formative assessment across academic disciplines in higher education. A qualitative research design was employed to capture instructors’ lived experiences and insights regarding formative feedback practices. Nineteen university faculty members from diverse academic disciplines in Tehran were selected through purposive sampling. Data were collected via semi-structured interviews, each lasting 45 to 60 minutes. Interviews continued until theoretical saturation was reached. The transcribed data were analyzed thematically using NVivo software, following a multi-stage coding process consisting of open, axial, and selective coding to identify major themes and subthemes grounded in participants’ narratives. Three major categories emerged: (1) Characteristics of Effective Feedback, including timeliness, clarity, personalization, balanced tone, alignment with objectives, constructive language, and varied delivery formats; (2) Disciplinary Variations in Feedback Practice, highlighting differences in process versus product focus, standards of rigor, feedback cultures, and criteria use across fields; and (3) Student Engagement with Feedback, revealing patterns in emotional responses, feedback literacy, dialogic interaction, peer review engagement, and uptake behavior. These dimensions were supported by rich qualitative data and exemplified with direct quotations from participants. The findings demonstrate that feedback practices are highly context-dependent, shaped by disciplinary norms and pedagogical beliefs. Constructive feedback in formative assessment is a complex, multidimensional process that requires sensitivity to disciplinary context, student emotional responses, and pedagogical intent. To be effective, feedback must go beyond transmission to foster dialogue, engagement, and reflection. These findings suggest the need for discipline-aware, student-centered feedback strategies that integrate clarity, timeliness, and relational sensitivity across all fields of study.
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