ABSTRACT
Affective factors can be a barrier to student engagement with feedback. If feedback messages are off-putting or demotivating, then opportunities for student engagement are often lost. How to achieve a judicious balance between encouragement and critique is a perennial challenge for the development of effective feedback processes. The emotions elicited by the evaluative nature of assessment and feedback processes are often experienced differently by students with, for example, varying levels of academic self-efficacy. Crucially, recognising the emotional impact of feedback, and how to harness emotional responses to facilitate learning, are important dimensions of students’ feedback literacy. This chapter explores issues of trust, emotion, power and identity in feedback. Two key examples from the literature are used to illustrate the impact of feedback on students’ identity and self-esteem. A feedback design case collated through the Feedback Cultures project illustrates how screencast feedback can enhance the perceived personalisation of feedback exchanges.
