Identifying the Dimensions of Constructive Feedback in Formative Assessment Across Disciplines: A Qualitative Study

Abstract

Constructive feedback is widely acknowledged as a cornerstone of effective formative assessment. However, the multidimensional nature of feedback remains underexplored across different academic disciplines. This qualitative study investigates how instructors in various fields conceptualize and apply constructive feedback within formative assessment contexts. Semi-structured interviews were conducted with 22 university educators across humanities, sciences, and professional programs. Using thematic analysis, we identified four core dimensions of constructive feedback: dialogic engagement, specificity and clarity, emotional sensitivity, and learning-oriented guidance. Educators emphasized that feedback is most effective when embedded in continuous interaction and tailored to individual learner needs. While some disciplinary differences emerged—particularly in the degree of emphasis on subjectivity versus objectivity—there was broad agreement on the importance of relational dynamics and student empowerment. These findings contribute to a deeper understanding of the contextual and pedagogical variables shaping feedback practices and provide practical insights for professional development initiatives in higher education.