March 15th, 2020
Traditionally, feedback on student work is a one-way communication from instructor to student. Due to the inherent complexity of unilateral feedback, students may feel emotional and psychological impacts, a lack of power or autonomy, or demotivation. Re-engineering this process to include student-instructor dialogue in order to break down one-way flow provides space for interactive exchanges where thoughts and ideas are shared and requirements are interpreted and clarified. With this shift to a dialogic, interactive practice, the goal becomes helping students develop reflective and metacognitive skills that can be used long after they leave our classrooms.