ABSTRACT
One of the key problems with focusing on the delivery of feedback comments is that the point at which feedback is delivered to students can be seen as the end point of the feedback process. Instead, a focus on student engagement with feedback conceptualises this as the beginning of the feedback process, as it is what students do with feedback that determines whether or not it is impactful. This chapter discusses some of the key issues in student engagement with feedback, including the common barriers and facilitators of proactive student responses to feedback. One such barrier is that students often report that they do not know how to act upon feedback; whilst students are supported to develop academic skills such as critical evaluation, essay writing and citation skills, few opportunities are offered for students to develop the skills needed to engage with feedback. Two key examples from the literature are used to illustrate ways in which students might demonstrate engagement with feedback, and a feedback design case from the Feedback Cultures project provides an example of how students can be supported to revisit and apply feedback from one assessment task to the next.
