Mather and Scheepers (2025) highlight that feedback is crucial in education. Despite instructors dedicating substantial time to detailed comments, students frequently disregard feedback. Written feedback is often ignored, misused, or misunderstood. This raises the question: why do students not engage with feedback, and how can teachers modify their methods? Here are some reasons students might ignore feedback and practical strategies to enhance its reception.
The timing of feedback significantly impacts student engagement. If too much time elapses between assignment submission and feedback, students often feel disconnected, diminishing their interest in reviewing comments. Feedback is more effective when given immediately or soon after submission, keeping the material fresh in students’ minds, thereby reinforcing continuous learning. For instance, students who receive quick feedback on drafts or quizzes and are encouraged to apply it to upcoming tasks are likelier to read and utilize it than if they receive detailed feedback weeks later. Tip: Deliver feedback promptly and link it to future tasks to encourage its application.
Feedback lacking specificity can confuse students about what they did well or need to improve. General comments like “good job” or “this section is unclear” provide little direction. Without precise guidance, students may struggle to implement feedback in future tasks. For example, saying “your argument is a bit weak” offers less help than advising, “your argument would be stronger if you clearly stated your position in the introduction and supported it with course readings.” Tip: Ensure feedback is specific, indicating exact areas for improvement and suggestions for enhancement.
Even timely and detailed feedback is ineffective if students cannot access it, particularly in online learning systems. New students might have difficulty navigating the platform to find assignments or interpret notifications. If feedback is hidden or requires multiple steps to access, students might overlook it. For example, students might see just their grade and not realize detailed comments are elsewhere. Instructors can counter this by providing clear instructions on accessing feedback and encouraging students to respond to feedback to ensure they know how to find it. Tip: Clearly explain feedback access, encourage a task where students respond to feedback, and reinforce with reminders.
Students may undervalue feedback if considered only relevant to the current task. They might not see its broader applicability if it seems isolated. Engagement with feedback is linked to its applicability (Isings, 2025). For instance, feedback on a lab report about unsupported conclusions might not prompt students to apply this skill to other writings. Instructors can address this by linking feedback to skill development, encouraging reflection on its relevance to other assignments or course outcomes. Tip: Help students connect feedback to broader skills and future work to encourage lasting learning and improvement.
Creating spaces for students to ask questions about feedback makes it more meaningful. Misinterpretations or uncertainty in applying suggestions can occur. By inviting questions, instructors help clarify misunderstandings, enhancing student engagement with the feedback process. For instance, instructors might reserve time for a class discussion on common assignment errors and strong examples, or invite students to discuss feedback during office hours. When students see question-asking as acceptable, they may reflect more on their work and continue to review feedback on future assignments, strengthening student-instructor relationships. Tip: Review common mistakes with the class, allow time for questions, and encourage one-on-one discussions about individual feedback.
Julia Colella, a communications professor at Lambton College, emphasizes the importance of feedback in learning. By providing prompt, clear, accessible feedback and helping students understand its use and significance for future work, instructors can transform feedback from a mere grade into a powerful educational tool.
Original Source: facultyfocus.com
