ABSTRACT
A common means of providing feedback to students lies in written commentary on their work. There is a danger that these kinds of processes can be one-way and transmissive. Building interaction into feedback processes is important because it strengthens students’ responsibility to act upon feedback, and also involves teachers in following up on their feedback to understand how it has been interpreted and implemented. This chapter synthesises evidence on the barriers to dialogic feedback processes at the levels of the student, the teacher, and the institution, and addresses how these barriers can be reduced through different forms of dialogue, such as teacher-facilitated dialogue, peer dialogue, inner dialogue, and technology-enabled dialogue. Two key examples from the literature are used to illustrate strategies for bringing dialogue into feedback processes. A feedback design case collated through the Feedback Cultures project illustrates how interactive coversheets enhance student agency to request feedback in specific elements of their work, and evidence how they have implemented feedback from previous tasks.
