Emotions Experienced by Instructors Delivering Written Feedback and Dialogic Feed-Forward

Hill, Jennifer ORCID: 0000-0002-0682-783X, Berlin, Kathy, Choate, Julia, Cravens-Brown, Lisa, McKendrick-Calder, Lisa and Smith, Susan (2023) Emotions Experienced by Instructors Delivering Written Feedback and Dialogic Feed-Forward. Teaching and Learning Inquiry: The ISSOTL Journal, 11. pp. 1-21. doi:10.20343/teachlearninqu.11.6

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Abstract

Understanding the emotions experienced by higher education instructors related to assessment feedback, how instructors understand student emotions, and how instructors might manage these emotions positively, can help to secure the educational benefits of feedback. In this research, we aimed to explore the emotional responses that instructors experienced through the giving and receiving of assessment feedback. We undertook qualitative data collection, carrying out individual semi-structured interviews with instructors from three universities who had administered a dialogic feed-forward intervention on one of their teaching units. The full interview transcripts were analysed inductively using thematic analysis. Five main themes emerged from the interview data: 1. Summative written feedback aroused largely negative emotions in instructors because they felt distanced from their students; 2. Instructors experienced a broad range of emotions related to dialogic feed-forward emerging from their proximity to students; 3. Dialogic feed-forward, as an affective encounter, was emotionally challenging for instructors; 4. Dialogic feed-forward built strong learning relationships between students and instructors, strengthening students’ sense of belonging; 5. Dialogic feed-forward was transformational for instructors as educators. We consider the implications of our findings for instructor and wider assessment and feedback practices, including emotional labour, promotional reward, and instructor professional development.

Item Type:	Article
Article Type:	Article
Uncontrolled Keywords:	assessment feedback; dialogic feed-forward; emotions; feedback literacy; emotional labour
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Professional Services > Academic Quality, Enhancement and Innovation
Depositing User:	Anne Pengelly
Date Deposited:	21 Oct 2022 14:37
Last Modified:	29 Sep 2023 10:52
URI:	https://eprints.glos.ac.uk/id/eprint/11705

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