Creating Feedback with ImPACT: Improving Consistency in Feedback through the Design of Principles of Good Feedback and Creating Common QuickMarks
Saved in:
| Title: | Creating Feedback with ImPACT: Improving Consistency in Feedback through the Design of Principles of Good Feedback and Creating Common QuickMarks |
|---|---|
| Language: | English |
| Authors: | Imogen Tijou (ORCID |
| Source: | Review of Education. 2026 14(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 38 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Feedback (Response), Student Evaluation, Assessment Literacy, Academic Standards, Computer Software, Accuracy, Grading, Accountability |
| DOI: | 10.1002/rev3.70132 |
| ISSN: | 2049-6613 |
| Abstract: | Consistency in feedback is recognised as a crucial element for student assessment literacy and electronic feedback can facilitate this. The present project aimed to develop and refine common ways to communicate key feedback messages as part of transparency in assessment to enhance students' learning using QuickMarks (QMs; part of Turnitin) and support teachers' feedback literacy. Development of the QM sets required construction of good practice principles outlining what constituted good feedback: Improvement focus, Parsimony/Generality, Accessibility, Clarity and Consistency and Tone (acronym ImPACT). The project took place in two phases across two institutions. In both phases, psychology teaching staff were asked to provide either all or their perceived most important QMs. Content analyses identified topics fed back on, and these were used to develop QM sets using ImPACT. In phase 1, teaching staff reported use of common QMs facilitated marking efficiency and encouraged balance between positive and developmental feedback. Phase 2 used the same method to develop common QMs, but also aligned QMs to course learning outcomes in a different university. Student feedback was primarily positive and demonstrated acceptability and use of QMs, although students needed support to act on feedback. Our findings suggest common QMs can facilitate a continuing dialogue between teaching staff and students, improving transparency and supporting feedback literacy. Encouraging adherence to the use of the common set of QMs amongst teaching staff is still needed. Adopting ImPACT principles and common QMs could address challenges in education such as lack of transparency in feedback and enabling elements of personalisation in feedback. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504241 |
| Database: | ERIC |
| Abstract: | Consistency in feedback is recognised as a crucial element for student assessment literacy and electronic feedback can facilitate this. The present project aimed to develop and refine common ways to communicate key feedback messages as part of transparency in assessment to enhance students' learning using QuickMarks (QMs; part of Turnitin) and support teachers' feedback literacy. Development of the QM sets required construction of good practice principles outlining what constituted good feedback: Improvement focus, Parsimony/Generality, Accessibility, Clarity and Consistency and Tone (acronym ImPACT). The project took place in two phases across two institutions. In both phases, psychology teaching staff were asked to provide either all or their perceived most important QMs. Content analyses identified topics fed back on, and these were used to develop QM sets using ImPACT. In phase 1, teaching staff reported use of common QMs facilitated marking efficiency and encouraged balance between positive and developmental feedback. Phase 2 used the same method to develop common QMs, but also aligned QMs to course learning outcomes in a different university. Student feedback was primarily positive and demonstrated acceptability and use of QMs, although students needed support to act on feedback. Our findings suggest common QMs can facilitate a continuing dialogue between teaching staff and students, improving transparency and supporting feedback literacy. Encouraging adherence to the use of the common set of QMs amongst teaching staff is still needed. Adopting ImPACT principles and common QMs could address challenges in education such as lack of transparency in feedback and enabling elements of personalisation in feedback. |
|---|---|
| ISSN: | 2049-6613 |
| DOI: | 10.1002/rev3.70132 |
