Intervention and Reflective Report

Inclusive Practice

Rebekah Guo

Introduction

This report will discuss a teaching intervention designed to promote further inclusion in the Digital Communication sector, as well as my one-on-one support sessions. I work with students from different cultural backgrounds in Art and Design education who face numerous challenges related to language, digital fluency, and a lack of understanding of what is expected in their studies. This situation is something I see all the time: students who are silently struggling academically, unwilling to raise their hand and seek help, and are apprehensive about asking questions or participating in class discussions. This intervention addresses those observations by providing a way for students to share how they learn best while providing multiple access points for participation. The intervention is informed by concepts of learning styles and inclusive pedagogy, in particular the research of Reid (1987), Kolb (1984), and Universal Design for Learning (UDL) principles. My intention was not to categorise people based on learning styles; I wanted to create something that all teachers can use to reflect, improve access to the curriculum, and make our learners feel good about learning.

Context

The intervention will be delivered within two correlated contexts – one-to-one tutorials and group Digital Communication sessions. Students are often required to learn creative digital tools, such as Adobe Photoshop, Illustrator, InDesign, and CLO3D, as part of these courses. The students in the group I’m teaching are first-year undergraduate students with diverse cultural and educational experiences. For many, this is their first taste of UK higher education. To address students’ unique learning styles, I created a pre-session questionnaire based on Reid’s (1987) Perceptual Learning Style Preferences model. It gives students a moment to think about how they prefer to consume information and reflect on their intake after the individual support session. In Phase 2, I have incorporated Kolb’s experiential learning cycle (1984) to encourage reflective thinking in collaborative and iterative design processes. The double-pronged method enables students to express their learning choices and engage in meaningful work with creative, multi-layered patterns.

Inclusive Learning: The case for design

While learning styles theory has received considerable criticism for its lack of empirical evidence and conceptual vagueness (Papadatou-Pastou et al., 2020), it offered a functional reflective approach. Ghobain and Zughaibi (2024) claim that “learning style” is ambiguous and “has lost its specificity over the years” (p. 996). They warn the field not to reify learning styles as stable constructs or diagnostic markers. I did not employ Reid’s model to label students but instead to engage students in a conversation about how they participate in learning. It is an attempt to provide a more interactive and personalised experience, especially for students who are not comfortable expressing their needs verbally.

Whilst I am aware of these criticisms, I believe each learning model can be used strategically to support different stages of learning and has specific advantages. I will make the questionnaire available in various languages to minimize linguistic bias. I will use Kolb’s (1984) model in the group experience to provide processes for metacognitive reflection. For Kolb, learning is the process whereby knowledge is created through the transformation of experience (p. 41). This resonates well with Digital Communication when students iterate through a process of trial and error. Kolb’s cycle offers a mechanism for students to gain active awareness of their learning behaviors and to modify them. By using each framework strategically —Reid for individual interactions and Kolb for larger scope classes —I hope to mitigate the “sloppy blending of (individual) theories” (Papadatou-Pastou et al. 2020:5) that they criticize. Each model can be used to support a different stage of learning and has specific advantages.

Although the intervention was developed specifically for international students, it is also beneficial for general learners. Almost every mention here – the anxiety of group work, getting to grips with digital platforms, needing to understand the conventions and protocols of the academy – resonates for neurodivergent students, mature learners, and others who may feel marginalized by higher education too. Designing for one group of people has helped me develop practices that benefit many groups of people.

Reflection on Development and Challenges

This intervention was formed through reflection on my work with students who are timid to speak or ask for help. Some had communicated their discomfort explicitly; others had done so obliquely, by avoiding it or disengaging. The literature reflects these patterns. According to Qu (2024), some international students choose not to speak in order to maintain class harmony. This referred to a universal institutional challenge: although there is a push for inclusivity in practice, there is typically not enough time or support in place to fully implement it. This led to some critical questions I had about how to support and scale inclusive approaches for my workload and departmental systems. I initially worried that using two different models, or theoretical models, Reid’s and Kolb’s, might result in conflicting messages, which Papadatou-Pastou et al. (2020) had warned about. However, I now know that each has a specific purpose. Reid’s model allows students to reflect on their preferences in a non-threatening environment, whereas Kolb’s model underpins reflective learning in construction and design. The models are applied in separate steps and, in practice, do not conflict, so cohesion is maintained. This also compelled me to reflect more on my positionality. I once saw it as a static identity label, and yet Bayeck (2022) characterises positionality as influenced by “The interplay of space, context, and identity.” I connected on a deep level to her idea, I am an “in-out-sider.” I am a Chinese woman, an immigrant, a lecturer, a technician—roles that can change depending on the context. This is the experience on which I draw to notice silence in the classroom, to interpret disengagement, and to act. Similarly, Schiffer (2020) argues that researchers ought to reflect as a form of being in responsibility, which accounts for power and transfers the role of the teacher from an expert to a facilitator. That has pushed me to relinquish control, to be open to the perspectives of students, and to rethink inclusion as an ongoing, relational practice.

Action and implementation

I will start trialing the questionnaire during one-to-one tutorials next term. The information gathered will inform the types of support I provide – whether through visual schematic guidelines, written instructions, or video tutorials – so that students can engage with the resources in a manner that feels comfortable to them. For group work, I will use reflective triggers from Kolb’s Learning Cycle. These could include written reflections, anonymous polls, or breakout group discussions, depending on what the cohort is comfortable with. The idea is to create a space for reflection that encourages students to share their thoughts without forcing them to speak up if doing so makes them uncomfortable. In the future, I’d like to continue developing the intervention to become a more peer-led programme where students can co-construct learning strategies and their own approaches to discussing how they learn. As Qu and Cross (2024) suggest, students tend to dismiss non-assessed activities unless their purpose is clearly articulated frequently. The claim is that teachers need to facilitate that it is essential to make credits for what students do more visible” (p. 10). As I make reflection and engagement a central part—not a free choice to opt in or out—I hope that students will come to value the learning process in different ways.

Process Evaluation

If the intervention is successful, I hope to see increased student participation from the most shy and reluctant students. I will specifically be looking for greater use of differentiated resources, e.g., Handouts, Video recording of the sessions, Interactive mock questions, more thoughtful written reflections in class, and informal feedback that students report feeling better supported. I will also determine whether the intervention is making a difference in the teaching practices that I want to improve, so that I can respond to and anticipate diverse learning needs more effectively. This process has altered my perspective on learning style data. I no longer view it as a form of categorisation but rather as a medium for planning, reflection, and communication. I am still skeptical of its constraints, but when implemented ethically and situationally, it has the potential to strengthen inclusive teaching.

Conclusion

This research process has strengthened my resolve to be an inclusive practitioner. It is a reminder that we start by listening to voices, yes, but also to silences and the places marked as uncertain. It also solidified my sense that inclusion is not something you check off a list; it is a relationship between a teacher and a learner that you remain attentive to throughout the year. And I will continue to refine this work, filled with kindness, empathy, and wonder.

Bibliography:

Bayeck, R.Y., 2022. Positionality: The interplay of space, context and identity. Journal of Multicultural Discourses, 17(1), pp.8–24. https://digitalcommons.usu.edu/cgi/viewcontent.cgi?params=/context/itls_facpub/article/1853/&path_info=ITLSfacpub2023_Bayeck_PositionalityInterplaySpace.pdf

Qu, X. and Cross, B., 2024. UDL for inclusive higher education—What makes group work effective for diverse international students in UK? International Journal of Educational Research, 123, 102277. https://www.sciencedirect.com/science/article/pii/S0883035523001404

Papadatou-Pastou, M., Touloumakos, A.K., Koutouveli, C. and Barrable, A., 2020. The learning styles neuromyth: When the same term means different things to different teachers. European Journal of Psychology of Education, 36(3), pp.511–531. file:///Users/bsg/Downloads/s10212-020-00485-2.pdf

Schiffer, E., 2020. Issues of power and representation in participatory design: Reflections from research in The Gambia. Design Studies, 70, 100964. https://eprints.leedsbeckett.ac.uk/id/eprint/6656/1/IssuesOfPowerAndRepresentationAM-SCHIFFER.pdf

Reid, J.M., 1987. The learning style preferences of ESL students. TESOL Quarterly, 21(1), pp.87–111. https://doi.org/10.2307/3586356

Kolb, D.A., 1984. Experiential learning: Experience as the source of learning and development. Englewood Cliffs: Prentice-Hall. https://www.researchgate.net/publication/235701029_Experiential_Learning_Experience_As_The_Source_Of_Learning_And_Development

Ghobain, E. and Zughaibi, A.A., 2024. ‘Multimodal’ fits all: Revisiting the relevance of perceptual learning styles in higher education today. Theory and Practice in Language Studies, 14(4), pp.995–1004.https://tpls.academypublication.com/index.php/tpls/article/view/7868/6372

Reflective Writing 3: Free of Speech

Workshop 1

Reading lists:

Malcolm, F. (2020). Silencing and Freedom of Speech in UK Higher Education. British Educational Research Journal, [online] 47(3).

Sammary:

In this article, Malcolm (2021) explores whether freedom of speech is genuinely under threat in UK universities or if this narrative has been exaggerated. He argues that media coverage often amplifies isolated incidents like no-platforming or disruptive protests, creating a sense of crisis that doesn’t reflect the actual scale of restriction. Instead of just discussing “freedom of speech,” Malcolm introduces a more nuanced concept—silencing—which includes both legal restrictions and subtle, often invisible forms of pressure that cause people to self-censor.

He creates a taxonomy of silencing, including:

Pre-emptive silencing (e.g., disinviting speakers before they arrive),
Passive inhibitive silencing (e.g., students feeling too intimidated or afraid of judgment to speak), and
Illocutionary silencing (when someone speaks, but their words are ignored or dismissed).

Malcolm finds that while extreme forms like no-platforming are rare and usually justified, passive silencing is more widespread and concerning, especially among Muslim students and those with conservative views, who feel pressure to stay quiet in certain environmentsMalcolm 2021 Silencing ….

He also discusses the role of government policies like the Prevent Duty, which, though intended to stop extremism, can create a “chilling effect” on free speech—leading some students to avoid controversial topics or even hide aspects of their identityMalcolm 2021 Silencing ….

Ultimately, Malcolm argues that universities must look beyond headline-grabbing debates and start addressing the deeper, more nuanced issues around who feels heard—and who doesn’t—in campus conversations.

Reflective Writing:

Reading Malcolm’s article made me realise how deeply all three types of silencing—pre-emptive, passive, and illocutionary, exist around me and within me.

As a woman of colour, I’ve often avoided talking about politics, particularly anything related to China. I’m very aware of how Chinese politics are framed in the West, and I’ve seen how easily a conversation can turn uncomfortable or hostile, even when my intention is just to share a personal view. Malcolm (2021) describes this type of pre-emptive silencing as a form of self-censorship, where people choose not to speak because of the potential risks or misunderstandings, especially in politically charged contexts.

I’ve also experienced illocutionary silencing as an international student. In group discussions, I sometimes hesitated for a long time before speaking—because I’d already learned that sharing my thoughts could lead to awkward silence or be ignored altogether. When everyone else seemed to agree with a dominant opinion, I started assuming my perspective wasn’t valuable. As Malcolm (2021, p. 5) points out, “silencing” can happen when students feel like their voices won’t be heard or respected, even if they are technically allowed to speak.

These reflections have made me reconsider how I create space for discussion. I’ve started thinking about using prompts like, “Does anyone have a different view?” or “Can you think of an alternative example?”—not just to encourage participation, but to signal clearly that it’s safe to disagree and to bring in personal perspectives. It’s not enough to say “this is a safe space”; we need to actively build that space through how we respond to difference.
As a lecturer from China, this adds another layer of complexity to how I think about classroom dialogue. I’m teaching in a Western institution where freedom of speech is often associated with directness, debate, and open confrontation of ideas. Meanwhile, I come from a cultural background that also values freedom of expression, but often expresses this through more indirect or context-sensitive communication. In many Chinese contexts, there is a strong emphasis on harmony, relational respect, and timing—people often speak with awareness of how their words might affect group dynamics or social relationships. So I often find myself balancing between these two communication styles. I don’t want to avoid difficult topics, but I’m also mindful of how different students, especially international ones, might feel overwhelmed or exposed in open debates. My goal is to create a space where students can express themselves freely, but also thoughtfully, with awareness of the diverse cultural lenses in the room.
Freedom of speech, to me, isn’t just about the right to speak—it’s about being heard, being safe, and being seen as part of the conversation.

I’ve also been thinking about the role of 1-to-1 support sessions in breaking silencing patterns. For many students, especially international ones or those from underrepresented backgrounds—the classroom can feel like a performance space, where there’s pressure to say the “right thing” or follow dominant views. But in a one-to-one setting, they’re often more willing to share thoughts, ask questions they might feel embarrassed about in front of others, or even challenge ideas in a safer, more personalised environment. I now see 1-to-1 sessions not just as academic support, but as a space to validate individual perspectives and gently encourage more confident participation over time. It’s a quiet but meaningful way to help students reclaim their voices.

References
Malcolm, J. (2021) ‘Silencing and Freedom of Speech in UK Higher Education’, Education and Self Development, 16(3), pp. 4–13. https://doi.org/10.26907/esd.16.3.01

Reflective Writing 2: Positionality

Workshop 1

Reading lists:

Read this article: Bayeck, R.Y. (2022) Positionality: The Interplay of Space, Context and Identity. Journal of Qualitative Methods.
Schiffer, A. (2020), Issues of Power and Representation: Adapting Positionality and Reflexivity in Community-Based Design.
YouTube. (2021) ‘What is positionality?’ [online] Available at: https://youtu.be/HfBf-je6-sw?si=mMyUi_N7C6aEyzQj

Summary:

In Positionality: The Interplay of Space, Context and Identity, Bayeck (2022) explores how a researcher’s identity is not fixed but constantly shifting depending on where they are and who they are with. Drawing from her own cross-cultural fieldwork, she describes how her status as an insider or outsider changed based on gender, nationality, and the spaces she occupied. Bayeck introduces the idea of being an “in-out-sider” to capture the complexity of holding multiple, fluid positions simultaneously.

Similarly, in Issues of Power and Representation, Schiffer (2020) reflects on her participatory design work in The Gambia and how her identity as a white European woman shaped her relationships with local collaborators. She emphasises that reflexivity is not just personal reflection, but an ethical, ongoing practice that challenges power dynamics and shifts the designer’s role from “problem-solver” to “facilitator.” Both authors argue that positionality and reflexivity are essential in producing ethical, empathetic, and situated research, especially when working across cultural boundaries.

Reflective writing:

After watching the video What is Positionality? (YouTube, 2021), I started to think more deeply about what makes me who I am, and how that influences the way I view the world and carry out research. I used to think reflection just meant thinking about how I feel or what I believe, but this concept pushed me to think critically about the deeper layers, how my identity, upbringing, cultural values, even the spaces I move through all shape the way I approach topics. Bayeck (2022) describes this beautifully by saying that positionality is shaped by “the interplay of space, context, and identity,” and that researchers often carry multiple identities which shift depending on where they are and who they’re with—sometimes even becoming an “in-out-sider” all at onceBayeck 2022 Positionali…. That really made me pause. I’ve never thought about how these different roles I hold: lecturer, technician, Chinese woman, immigrant, married, collide and influence how I work with students or select research topics. Similarly, Schiffer (2020) reflects on her fieldwork in The Gambia and how building trust and critically examining her position as a white woman helped her navigate power dynamics and avoid being a “design saviour”Schiffer 2020 Positiona…. I found her honesty really moving. She writes about embracing vulnerability and letting go of control to become a facilitator rather than a leader—something I think about more and more when working with students from different backgrounds. Both articles encouraged me to step out of my comfort zone and see reflexivity not as a box-ticking exercise, but a continuous, emotional, and even uncomfortable journey that can make my practice more ethical and empathetic.

Reference:

Bayeck, R.Y. (2022) ‘Positionality: The interplay of space, context and identity’, International Journal of Qualitative Methods, 21, pp. 1–9. https://doi.org/10.1177/16094069221131321

Schiffer, A. (2020) ‘Issues of power and representation: Adapting positionality and reflexivity in community-based design’, International Journal of Art & Design Education, 39(3), pp. 418–429. https://doi.org/10.1111/jade.12291

My Process of Understanding the Difference between Positionality and Reflexivity

When I first came across the concepts of positionality and reflexivity, I found them a little confusing. They often appear together, but they actually focus on slightly different (though connected) aspects of how we see the world, and how we act within it. Here’s how I’ve come to understand the difference:

Positionality is about who you are—your background, your cultural and social identity, your upbringing, education, language, gender, race, and everything else that shapes your worldview. It refers to the “position” you occupy in society and in relation to others. For example, I’m standing at a window in a tall building. Positionality is the floor I’m on and the direction your window faces; it determines what you can and can’t see.

It’s not just a label, though. It’s about how that position affects what you notice, what you value, and how you interact with others. For example, I recognise my own positionality as a Chinese woman working in UK higher education, raised in a family that highly values discipline and time management. These parts of my identity shape how I relate to students, colleagues, and the way I teach and research.

Reflexivity goes one step deeper. It’s about being aware of your positionality, and then constantly reflecting on how that shapes your actions, decisions, relationships, and the knowledge you produce. It’s not something you do once and forget. It’s an ongoing process of asking myself questions like:

How does who I am influence how I see others?
Am I unintentionally missing something because of my own cultural assumptions?
Am I placing unfair expectations on others based on my background or values?

Reflexivity is about being open to discomfort, willing to question my biases, and adjusting my approach when needed. It’s not always easy. For example, I’m still standing on the same tall building, and realising that my view is limited, then deciding to move, explore other windows, and listen to what others can see from their floors.

For me, this became really clear when I realised that I used to feel frustrated when some students didn’t turn up to tutorials or didn’t ask for help. I couldn’t relate—because from my own upbringing, time management and self-discipline were core values. But then I started reflecting: not everyone grows up in a context where those things are taught or valued in the same way. That reflection, that shift, is reflexivity. It’s how I started to think about changing how I support my students, and how I approach my teaching more compassionately.

My Positionality vs. My Reflexivity

Aspect	My Positionality	My Reflexivity
Cultural Background	I was raised in a Chinese family that values discipline, organisation, and independence.	I now realise that these values shape how I perceive “responsibility” and “success”—and that not everyone has had the same structure or support.
Gender & Ethnicity	I am a Chinese woman living and working in the UK. My identity is often shaped by stereotypes about being quiet, obedient, or passive.	I reflect on how these assumptions affect how others treat me, and how I sometimes hold back my voice, even when I should speak up.
Educational Experience	I lived independently since I was 16 and learned to manage my studies early.	I used to expect students to do the same. Now I understand that time management is often taught, not innate, and I can offer more guidance and check ins to make sure students have a safe space to speak out their needs.
Professional Role	I work as a lecturer and technician in a Western institution where I’m often both a cultural insider and outsider.	I reflect on how this “in-between” space gives me unique insight—but also comes with emotional labour, especially when trying to support international students.
Biases and Assumptions	I assumed that asking for help or being organised is “normal” and expected.	I now challenge that assumption by asking: What barriers might stop someone from speaking up? How can I create safer, more accessible spaces?

My Positionality Statement

I’m a Chinese woman working and living in the UK, and I’ve come to realise that my background plays a much bigger role in how I teach, communicate, and research than I used to think.

I grew up in a middle-class family; my dad works as a leader in a government agency, and my mum works in the finance bureau. Since I was a teenager, I’ve been expected to be independent, organised, and responsible. I travelled and started living by myself at age 16 in the UK, and from that point on, I learned how to manage my studies, my life, and ask for help when I needed it.

For a long time, I thought that was just “normal.” But now I see that these values—time management, being proactive, speaking up—are actually part of my positionality. Not everyone has the same start in life, and not everyone has been encouraged or taught to do things the way I was. Through learning more about positionality and reflexivity, I’m starting to reflect more deeply on how my personal experiences shape my expectations, especially toward students.

I’ve noticed that when students don’t show up or don’t ask for help, I used to get frustrated. I couldn’t understand why they wouldn’t just speak up if they were struggling. But now I ask myself: what’s stopping them? Maybe they come from a background where asking for support feels scary, or maybe they’ve never had anyone check in on them. I realise now that what feels easy for me isn’t necessarily easy for everyone else—and that’s a big shift in how I approach teaching and support. This is especially true when it comes to international students. I’ve been one myself, so I totally get it in some ways—the confusion, the pressure, the feeling of being overwhelmed or unsure whether your questions are even valid. I see how hard it can be to adjust to a new academic culture, express yourself in a second language, or even know where and how to get help. I want to study more about different approaches, both culturally and pedagogically, so I can better understand their struggles and offer more effective, compassionate support.

Being a Chinese woman in a Western university setting also puts me in an interesting space. Sometimes I feel seen, sometimes invisible. There are stereotypes about Chinese or Asian women being passive, quiet, or overly obedient, and I do think these assumptions affect how others treat me, even in subtle ways. At the same time, I have certain privileges: I’m educated, I have work experience, and I’ve learned to adapt across cultures. So I’m trying to use that awareness to create safer and more supportive spaces for my students, especially those who might not feel they belong.

What I’ve learned is that poositionality isn’t fixed. It changes depending on where I am, who I’m with, and how I’m being perceived. And reflexivity means I don’t just think about who I am, I also reflect on how that shapes my actions, and how I might need to shift or rethink things. It’s uncomfortable sometimes, but it’s helping me grow, not just as a teacher or researcher, but as a person.

Case Study 1 – Knowing and meeting the needs of diverse learners (V1, V3) Case Study 1

Meeting the Needs of Diverse Learners through Adaptive Digital Support

Contextual Background:

One of the key challenges I face in the Digital Communication module is the varying proficiency levels in Adobe software among students. Some students grasp digital tools quickly or even has experience of using them, while others struggle with basic navigation and workflow efficiency. This skill gap creates difficulties, particularly when students transition from instructor-led demonstrations to independent work on technical drawings.

Another recurring challenge is late arrivals, which disrupt the session flow. Even though handouts are available on Moodle, some students still find it difficult to follow up without direct demonstrations. As a result, I often have to repeat instructions and provide one-on-one support, which takes additional time and may limit engagement for the rest of the class.

Evaluation – Evidence:

While the current handouts provide structured guidance, however, not all students find them effective. Some struggle to absorb information that is strongly technical from text alone, while others prefer visual learning. Research suggests that multimedia resources, especially instructional videos, significantly improve engagement, participation, and memory retention. According to Obagah & Brisibe (2017), their study on architecture students found that video-based learning increased attention span, reduced distractions, and encouraged more interactive classroom discussions.

Integrating video tutorials on essential tools and session recaps would help students who struggle with software skills while allowing more advanced students to work at a higher level. It doesn’t make sense to expect all students to work at the same pace or skill level—what really matters is that they reach the learning outcomes in a way that suits their abilities. This means creating a more flexible structure where students engage at different levels but still meet the same core objectives.

This idea aligns with Biggs & Tang’s (2011) concept of phenomenography, which states that “the learner’s perspective determines what is learned, not necessarily what the teacher intends should be learned” (p. 22-23). From this perspective, students process information differently, so offering a mix of text-based, visual, and interactive resources makes learning more accessible and effective for everyone.

Another major advantage of this approach is that it creates a structured and efficient learning process for late arrivals. Instead of disrupting the session to repeat instructions, students can use on-demand video resources to catch up independently, ensuring that everyone—regardless of attendance or skill level—has the support they need to succeed.

Moving Forward:

Current example Handout:

illustrator-Lesson-Notes_1_Context-1 Download

To better support students’ learning, I plan to enhance the handout by making the learning objectives and outcomes clearer and integrating instructional videos that cover essential skills. These videos will outline key learning outcomes, ensuring that students understand the fundamental tools needed to achieve their project goals.

At the end of each video, an advanced tools section will be included, offering step-by-step guidance on more complex techniques. This will encourage students to explore further, apply their skills more creatively, and push their work to a higher level.

To ensure continuous access to support, I will also:
– Add the 1-to-1 support session booking link so students can easily reach out for extra help.
– Provide structured troubleshooting guidance for common Adobe software challenges, enabling students to resolve issues independently.

By implementing these changes, I aim to reduce in-class repetition by offering accessible self-learning materials, this approach will also support diverse learning styles, including visual, auditory, and self-paces learners.

Additionally, these materials will help late-arriving students catch up independently, ensuring that they can follow along without disrupting the flow of live sessions. Most importantly, this strategy will contribute to a more inclusive learning environment, making it easier for students to access one-on-one support whenever needed, ensuring that every learner, regardless of their pace or prior experience, has the tools and guidance to achieve their learning objectives.

Reference:

John Biggs and Catherine Tang (2011) Teaching for Quality Learning at University. 4th edn. McGraw-Hill Education.

Ramota Ruth Obagah and Warebi Gabriel Brisibe (2017) ‘The effectiveness of instructional videos in enhancing learning experience of architecture students in design and drawing courses: A case study of Rivers State University, Port-Harcourt. International Journal of Education and Research’, International Journal of Education and Research, 5(11). Available at: https://www.ijern.com/journal/2017/November-2017/04.pdf (Accessed: 3 March 2025).

Reflective Post 4:

Workshop 3A: Reading Activity: Assessment and Feedback

‘Could do Better?’: students’ critique of written feedback by Kate Brooks
Institution: University of the West of England, Bristol

Summary:

This article explores students’ experiences with summative written feedback in the Humanities, particularly at the University of the West of England. Brooks highlights a fundamental mismatch between students’ expectations and tutors’ perceptions of feedback. While students frequently express a desire for “more feedback,” research suggests they often struggle to use it effectively. The article critiques the current assessment and feedback structures and suggests that students need encouragement to engage more deeply in their learning journeys rather than simply receiving more feedback.

Brook’s study identifies 3 dominant themes in students’ critiques of feedback:

Content of the feedback
The feedback exchange (How feedback is given)
The role of one-to-one tutorial

Potential Solutions and Reflections

Brooks suggests that the current feedback system inadvertently encourages superficial engagement with learning. Some ways to address this include:

Incorporating peer review: Inspired by Art and Design disciplines, where students critique each other’s work, fostering a sense of shared learning.
Reframing feedback as an ongoing dialogue rather than a final judgment: Providing more opportunities for students to ask questions and clarify feedback.
Encouraging students to take ownership of their learning: Rather than just “delivering” feedback, tutors should guide students in reflecting on their work.

Why I Chose This Article?

I wanted to understand how students respond to feedback, even though this study focuses on Humanities rather than Art and Design. I assumed there would be common themes across disciplines, particularly regarding students’ reflections on feedback.

I run 1-to-1 support sessions where students can book an hour to work on their specific issues or projects. Many students bring in their tutors’ feedback, expressing confusion about what it actually means.

One common frustration students share in my one-to-one sessions is the vagueness of feedback, they struggle to understand what is expected of them and how to improve their work. Brooks (2008) captures this frustration well: “Sometimes you get a vague handwritten comment like ‘expand on this’ – well, what does that mean? If I knew, I would have done! Identifying the problems isn’t the same as helping you solve them.” (p. 2). This highlights a key issue: feedback needs to be more than just identifying gaps—it should provide clear, actionable guidance that helps students develop their work.

Moving forward, I want to refine how I provide feedback in my own teaching, ensuring that it is structured, constructive, and helps students engage in meaningful reflection.

Regardless of how many issues they have in their work, the purpose of teaching and learning should be to inspire students, guide them in the right direction, and encourage problem-solving and critical thinking. However, to do this effectively, we need to show them how to approach improvement, rather than just pointing out what’s wrong.

What I Found Interesting?

Since this article was written in 2008, some of the concerns may no longer be relevant. For example, handwritten feedback is no longer an issue at UAL, as feedback is now entirely digital. Also, feedback isn’t given in front of everyone anymore—students view their grades and comments privately on the Portal.

However, what really interests me is the emotional impact of feedback. I strongly believe that building a positive connection with students plays a huge role in their learning experience. Feedback isn’t just about improving technical skills—it also shapes motivation, confidence, and engagement. I’d love to explore this further and understand how fostering positive tutor-student relationships can enhance learning outcomes.

Another key area I want to develop is peer review. Research suggests that peer-to-peer feedback helps students improve their learning experience,
reinforce their knowledge, and
Be more reflective and engaged in their work (Reference see Case study 2).
This is something I plan to implement in my own practice.

What Actions This Has Inspired?

I’m not part of the course assessment team, so I don’t have experience in giving summative feedback for assessments. However, I provide 1-to-1 support sessions for students in Adobe software, CLO3D, and portfolio reviews.
What I want to focus on now is how to refine my feedback approach within these sessions. Instead of just offering solutions, I want to help students engage with feedback in a more meaningful way, encouraging self-reflection and problem-solving skills.

Some things I’d like to explore further:

How to make 1-to-1 feedback more structured and actionable,
How to balance emotional support with constructive critique
How to integrate peer review into my teaching practice.

This article has helped me reflect on my current approach and identify areas where I can improve to better support my students. Below is the reading list that I would like to look into further:

Mitigating emotional barriers to feedback encounters and dialogue (in law schools) Authors: Fae Garland and Luke D. Graham
Summary: This article develops a typology categorizing how negative emotions can act as barriers to effective feedback dialogues. It offers strategies for educators to recognize and mitigate these emotional barriers, fostering a more constructive feedback environment. Link

Developing Students’ Ability to Construct Feedback”
Authors: Dr. David Nicol and colleagues at the University of Glasgow
Summary: This paper explores methods to enhance students’ skills in both giving and receiving feedback. It emphasizes the importance of self and peer assessment in fostering a deeper understanding of quality work and promoting self-regulated learning. Link