Inclusive Feedback

What is it and Why is it Important? How Do I Implement It?

Higher education today serves increasingly diverse student cohorts
1. Diversify Feedback Delivery
due to internationalisation and widening participation. However,
Flexibility in how feedback is delivered ensures accessibility and relevance for all learners
feedback remains a common source of student dissatisfaction,
(Black & Wiliam, 1998). Recommended practices include:
often due to a perceived lack of care or connection with teaching
- Rubrics and structured templates – Set clear expectations and criteria; easily integrated in
staff (Rowe & Wood, 2008b). While educators value feedback, it is
Canvas.
often underused as a tool for engagement and equity (Bailey &
- Digital annotations and inline comments – Provide targeted feedback directly on assignments
Garner, 2010).
using tools like SpeedGrader.
Research highlights mismatches between how students and
- Online forums and discussion boards – Enable peer and educator dialogue in asynchronous
academics understand and use feedback. Students may not
formats.
recognise feedback when it is not explicit or personal; educators
- Live Q&A or drop-in sessions – Address questions in real time via in-class or online formats.
may feel constrained by time or institutional expectations (Rowe &
- One-on-one consultations – Offer personalised feedback during office hours or scheduled
Wood, 2008b). Addressing this requires inclusive, intentional
meetings.
feedback design.
2. Recognise Learning Preferences
Students benefit from different feedback formats. While some prefer written comments they
can revisit, others engage more effectively through verbal feedback or dialogic interaction
Inclusive Feedback (Poulos & Mahony, 2008).
3. Integrate Peer and Self-Assessment
Inclusive feedback breaks away from one-way information delivery
- Peer feedback promotes collaboration and shared responsibility for learning.
and instead fosters shared responsibility, care, and access for all
- Self-assessment deepens reflection, helps students interpret criteria, and fosters self-
learners.
regulation.
These practices also help manage workload while enhancing learning outcomes (Nicol &
Macfarlane-Dick, 2006).
Key Characteristics 4. Prioritise Timeliness
Feedback is most useful when provided promptly after assessment tasks. Early feedback
supports reflection, timely adjustment, and the identification of students at risk (Weaver,
Relational and student-centred: Builds trust and supports
2006).
students’ emotional, social, and academic development (Rowe &
5. Focus on Clarity and Constructiveness (Gibbs & Simpson, 2004)
Wood, 2008b).
- Specific and descriptive – Highlight what was done well and what needs improvement).
Dialogic and collaborative: Encourages feedback conversations
- Encouraging and motivational – Focus on the task, not the person; avoid demotivating
and shared understanding between staff and students (Nicol &
language.
Macfarlane-Dick, 2006).
- Actionable – Offer clear next steps to guide learning improvement.
Flexible and multimodal: Offers feedback in various formats
6. Communicate Expectations Clearly
(written, verbal, online) to accommodate diverse needs and
Use plain language to outline learning objectives, grading criteria, and performance standards.
preferences (Rowe & Wood, 2008b).
Avoid jargon, unexplained acronyms, or colloquialisms, which may confuse or alienate students
Timely and constructive: Delivered promptly, using clear
(Rowe & Wood, 2008b).
language and actionable guidance to support learning (Weaver,
2006).
 References
Bailey, R., & Garner, M. (2010). Is the feedback in higher education assessment worth the
paper it is written on? Teaching in Higher Education, 15(2), 187–198.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in
Education, 5(1), 7–74.
Gibbs, G., & Simpson, C. (2004/05). Conditions under which assessment supports
students’ learning. Learning & Teaching in Higher Education, 1, 3–31.
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated
learning: A model and seven principles of good feedback practice. Studies in Higher
Education, 31(2), 199–218.
Poulos, A., & Mahony, M. J. (2008). Effectiveness of feedback: The students' perspective.
Assessment & Evaluation in Higher Education, 33(2), 143–154.
Rowe, A. D., & Wood, L. N. (2008b). What feedback do students want? Paper presented
at the AARE Conference.
Weaver, M. R. (2006). Do students value feedback? Assessment & Evaluation in Higher
Education, 31(3), 379–394.

Body