\n\tBy LISA VOTODIAN<\/p>\n
\n\tIn a previous University Times article<\/a>, I wrote about the importance of feedback literacy skills for both instructors and students and how these literacies are closely linked. I also talked about the challenges students and instructors face in effectively giving and receiving feedback and why more feedback isn\u2019t necessarily better.<\/p>\n \n\tIn this article, I\u2019d like to examine how a multi-source feedback approach \u2014 strategically integrating input from instructors, peers and generative AI \u2014 can create a comprehensive feedback ecosystem that fosters students\u2019 ability to use feedback constructively, develop awareness of the roles of instructors and learners, and effectively manage emotional responses to feedback.<\/p>\n \n\tAlan Lesgold and John Radzilowicz introduced The Conductor\u2019s Paradox<\/a> to explain that just as \u201ca symphony conductor must deeply understand music\u2019s structures before effectively directing musicians \u2026 students must develop core abilities through direct practice before they can orchestrate AI tools effectively.\u201d<\/p>\n \n\tFoundational cognitive development and specific competencies are at risk when AI is not introduced sequentially and at appropriate times. The comprehensive feedback ecosystem model builds on this concept by starting the feedback sequence with AI precisely because it is lower-stakes emotionally and allows students to build skill and confidence before facing peer or instructor judgment.<\/p>\n \tWhy feedback often fails students: The feedback-literacy gap\u00a0<\/p>\n \n\tStudents encounter complex challenges in developing feedback literacy. They may have difficulty interpreting academic jargon or were never taught how to effectively implement feedback for improvement. Assumptions, expectations, inherent bias and perceptions of power can hinder a student\u2019s ability to confidently assume an active role in the feedback process. Social and cultural background, year of study, and course format also influence how students learn, perceive feedback and interact with faculty.\u00a0\u00a0<\/p>\n \n\tMore feedback isn\u2019t necessarily better. Lesgold and Radzilowicz’s broader argument about foundational cognitive development provides the rationale for why emotional scaffolding in feedback matters: If students haven’t built the metacognitive capacity to interpret, react to and apply feedback, more feedback (of any kind) won’t help.<\/p>\n \tBenefits of a multi-source feedback approach\u00a0<\/p>\n \n\tBy harnessing multiple feedback sources in a comprehensive, developmentally based ecosystem, you leverage the best that each type of feedback can provide, minimize some of the key drawbacks of each form of feedback, and acclimate students to the concept of feedback as a dialogue that guides students and their work toward a specific goal. \u00a0<\/p>\n \n\tA scaffolded approach helps students cultivate emotional maturity and resilience to receive critical feedback openly, reflect on their performance, and engage productively with evaluative input. Each stage of the feedback ecosystem introduces a complexity that students are ready for letting them reinforce mastery while gaining confidence and continuing to build on skills that will better prepare them for more effective instructor interactions. \u00a0<\/p>\n \n\t\t\tAI-generated feedback. A scaffolded approach \u2014 beginning with AI generated feedback tools that give students immediate, frequent feedback during formative stages \u2014 helps them learn to manage emotions triggered by feedback, begin to make judgments about their work, and use feedback to improve. AI feedback tools can be designed so they don’t replace student writing or thinking \u2014 they respond to it. Students still do the cognitive work; the AI reacts.<\/p>\n \n\t\t\tPeer feedback. Once students begin to cultivate emotional maturity and resilience in receiving critical feedback, they can move on to a more emotionally complex peer feedback source. Peers introduce social connectivity through relatedness and perspective sharing. Students see it as an effective social learning construct in increasing engagement and motivation and providing exposure to multiple perspectives and varying levels of standards and exemplars.<\/p>\n \n\t\t\tInstructor feedback. Instructors play a key role by providing expert validation, feedback on higher-order thinking, and insights on critical thinking, content accuracy, and creativity. They can strategically monitor and intervene during the AI and peer feedback stages to provide support when misconceptions or emotional needs arise.\u00a0\u00a0<\/p>\n \tHow to implement the approach<\/p>\n \n\tCreating a comprehensive feedback ecosystem will take time, and the model only works if the roles are kept distinct, and students understand why.\u00a0<\/p>\n \n\t1.\u00a0Develop a course-customized framework with the help of AI. Claude or ChatGPT can help create a feedback framework that includes AI, peer, instructor, and self-assessment by uploading assignment criteria, rubrics, and a timeline. Then ask it to suggest or design an AI-generated feedback tool for students to engage with. Refining prompts by adding context, offering examples, and specifying output constraints allows you to customize the feedback tool. For instance, you can add a Socratic element that prompts students to explore their own understanding by challenging assumptions, justifying choices, and explaining reasoning through iterative dialogue, creating deeper learning, and critical thinking.\u00a0<\/p>\n \n\t2.\u00a0Establish a conceptual foundation for feedback literacy. Active discussion, collaborative exploration and experiential activities reframe feedback as a learning tool rather than as negative judgment, creating psychological safety and shared understanding before any feedback is given or received. For example:<\/p>\n \n\t\t\tUse a pre-course survey, self-reflection exercise, or small discussion groups and ask students to share their experiences with receiving feedback in the past.<\/p>\n \n\t\t\tDiscuss the results, recognizing emotional reactions and challenges in interpreting and applying feedback and introducing the concept of feedback literacy \u2014 the skills and mindsets to seek out, understand and use feedback effectively.\u00a0<\/p>\n \n\t\t\tBe transparent and provide a copy of the feedback framework that explains each source of feedback students should expect to receive and why each is important.\u00a0<\/p>\n \n\t3. Introduce AI tools deliberately. Faculty guidance significantly shapes students\u2019 perspectives and uses of AI tools. Providing clear direction in using AI for feedback purposes, helping students critically assess AI-generated suggestions, and providing feedback dialogue opportunities are key to mitigating AI\u2019s limitations, establishing effective feedback cycles, and cultivating feedback skills.\u00a0\u00a0<\/p>\n \n\t\t\tExplain the purpose and role AI plays, when it\u2019s permitted or encouraged and why.\u00a0<\/p>\n \n\t\t\tDistinguish between appropriate tool use and cheating and what happens with inappropriate use.\u00a0<\/p>\n \n\t\t\tWhether\/how students must acknowledge GenAI use.\u00a0<\/p>\n \n\t\t\tSelect the AI tools you\u2019ll use: For example, Grammarly<\/a>\u202fprovides real-time feedback on grammar, spelling, punctuation, and tone. Users can also receive suggestions for improving clarity and structure and even explore potential counterarguments for academic writing. QuillBot<\/a>\u202ffeatures a free essay and paper checker that scans for grammar, spelling, punctuation, and fluency errors. It helps users learn from their mistakes and offers tools for paraphrasing and summarizing content.\u00a0<\/p>\n \n\t\t\tProvide alternative feedback sources for students who do not want to use AI in any part of their coursework.\u00a0<\/p>\n \n\t\t\tAnonymize personal, student, or University data before uploading it to an AI tool.\u00a0\u00a0<\/p>\n \n\t\t\tNever use AI to assign grades.\u00a0<\/p>\n \n\t4. Coach\u00a0and mentor students in the peer feedback process. Designing peer feedback activities and discussions effectively involves a thoughtful approach to ensure that they are constructive, balanced, and conducive to learning. \u00a0<\/p>\n \n\t\t\tProvide feedback criteria and moderate peer feedback. \u00a0<\/p>\n \n\t\t\tOffer prompts to assist students in giving feedback.\u00a0<\/p>\n \n\t\t\tConduct a mini workshop on constructive feedback techniques.<\/p>\n \n\t\t\tPeerceptiv’s<\/a> peer review feature builds students’ writing, critical thinking, and content knowledge simultaneously.<\/p>\n \n\t5. Instructor feedback. Traditional models put the instructor at the end of the process \u2014 as a final judge. Redistributing earlier feedback to AI and peers allows instructors to intervene strategically at multiple points rather than exhaustively at one and provide deeper insights on critical thinking, content accuracy, and creativity.\u00a0<\/p>\n \n\tDo you have an assignment in mind that this model would work well with? Schedule a consultation with the Teaching Center<\/a> to collaborate with one of our teaching consultants on building a comprehensive feedback ecosystem. Don\u2019t forget to share your story with us.\u00a0<\/p>\n \n\tAI tools were used to sharpen the structure and language of this article.<\/p>\n \n\tLisa Votodian is the survey assessment manager of the Office of Measurement and Evaluation of Teaching at the University Center for Teaching and Learning\u00a0<\/p>\n \n\t\tREFERENCES AND RESOURCES<\/p>\n \n\t\tArdill, N. (2025). Peer feedback in higher education: student perceptions of peer review and strategies for learning enhancement. European Journal of Higher Education, 15(4), 696\u2013721. https:\/\/doi.org\/10.1080\/21568235.2025.2457466\u00a0<\/p>\n \n\t\tLittle, T., Dawson, P., Boud, D., & Tai, J. (2025). What does it take to provide effective peer feedback? Assessment & Evaluation in Higher Education, 50(5), 775\u2013786. https:\/\/doi.org\/10.1080\/02602938.2025.2475059\u00a0<\/p>\n \n\t\tPitt, E., & Norton, L. (2017). \u2018Now that\u2019s the feedback I want!\u2019 Students\u2019 reactions to feedback on graded work and what they do with it. Assessment & Evaluation in Higher Education, 42(4), 499\u2013516. https:\/\/doi.org\/10.1080\/02602938.2016.1142500<\/a>\u00a0<\/p>\n \n\t\tXu, Q., Liu, Y., & Li, X. (2025). Unlocking student potential: How AI-driven personalized feedback shapes goal achievement, self-efficacy, and learning engagement through a self-determination lens. Learning and Motivation, 91, 102138. https:\/\/doi.org\/10.1016\/J.LMOT.2025.102138<\/a>\u00a0<\/p>\n \n\t\tZhan, Y., Boud, D., Dawson, P., & Yan, Z. (2025). Generative artificial intelligence as an enabler of student feedback engagement: a framework. Higher Education Research & Development, 44(5), 1289\u20131304. https:\/\/doi.org\/10.1080\/07294360.2025.2476513\u00a0<\/p>\n \n\t\tAI-Enhanced Feedback Loops – By Caryn Sever<\/a> \u2013 a Canvas Commons module<\/p>\n \n\t\tVisit the Anthropic Academy<\/a> to learn more about Claude and creating artifacts<\/a> like AI generated feedback tools.\u00a0<\/p>\n \n\t\u00a0<\/p>\n","protected":false},"excerpt":{"rendered":"By LISA VOTODIAN In a previous University Times article, I wrote about the importance of feedback literacy skills…\n","protected":false},"author":2,"featured_media":171130,"comment_status":"","ping_status":"","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9],"tags":[1594,10605,497,3398,73,75,74,1164,3315,10604,10603],"class_list":{"0":"post-171129","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-pittsburgh","8":"tag-college","9":"tag-graduate","10":"tag-learning","11":"tag-pitt","12":"tag-pittsburgh","13":"tag-pittsburgh-headlines","14":"tag-pittsburgh-news","15":"tag-research","16":"tag-students","17":"tag-undergraduate","18":"tag-university"},"_links":{"self":[{"href":"https:\/\/www.newsbeep.com\/us-pa\/wp-json\/wp\/v2\/posts\/171129","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.newsbeep.com\/us-pa\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.newsbeep.com\/us-pa\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.newsbeep.com\/us-pa\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.newsbeep.com\/us-pa\/wp-json\/wp\/v2\/comments?post=171129"}],"version-history":[{"count":0,"href":"https:\/\/www.newsbeep.com\/us-pa\/wp-json\/wp\/v2\/posts\/171129\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.newsbeep.com\/us-pa\/wp-json\/wp\/v2\/media\/171130"}],"wp:attachment":[{"href":"https:\/\/www.newsbeep.com\/us-pa\/wp-json\/wp\/v2\/media?parent=171129"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.newsbeep.com\/us-pa\/wp-json\/wp\/v2\/categories?post=171129"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.newsbeep.com\/us-pa\/wp-json\/wp\/v2\/tags?post=171129"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}