Analytics of Learner-Centered Feedback: A Large-Scale Case Study in Higher Education

Abstract

Feedback plays a crucial role in guiding students towards achieving their learning goals. The conceptualization of feedback has shifted from teacher-centered to learner-centered approaches, underscoring the evolving role of educators and students in educational settings. Despite the growing emphasis on learner-centered feedback frameworks, there remains a gap in understanding how these frameworks are implemented in actual teaching practices. This case study addresses this gap by examining the alignment of current feedback practices with learner-centered feedback principles in the Computer Science School at an Australian higher education. We gathered feedback data from the Master of Data Science and Bachelor of Computer Science program that were communicated through the Learning Management System. The dataset included feedback from 4959 students, provided by approximately 200 instructors across 95 courses. To ensure a representative sample, 10% of feedback entries from each course were analyzed, resulting in 16,408 feedback sentences. The findings reveal a pronounced emphasis on the sensemaking dimension, particularly in evaluating students’ strengths and weaknesses to help them understand their performance. Feedback patterns varied by student performance, with high achievers receiving affirmations, medium achievers receiving actionable suggestions, and low achievers receiving comprehensive evaluations. Feedback in the Master’s program prioritized future impact by offering actionable guidance for advanced tasks, while the Bachelor’s program emphasized fostering agency through active student engagement and participation.