Document Type
Article
Source of Publication
Frontiers in Education
Publication Date
1-1-2024
Abstract
Criticism, or critical feedback, is considered rich bits of information about the student’s weaknesses, thinking, and learning. Despite its importance as part of formative assessment processes, this type of feedback is especially challenging for teachers to communicate as well as for students to uptake. The current conceptual analysis therefore highlights the substantial role that criticism plays in advancing students’ learning and progress. It presents a wide range of contrasting perspectives toward criticism to show how it is perceived differently. Lastly, the article identifies key provisions that are necessary for critical feedback to be constructed, presented, interpreted, and utilized in constructive and nonthreatening ways, which subsequently help trigger learner’s positive reactions and engagement with the received information. These provisions help create a community of practice where objective, informative, transparent, and engaging criticism can be given, respected, negotiated, and benefited from. The implications of these provisions for practice are discussed.
DOI Link
ISSN
Publisher
Frontiers Media SA
Volume
9
Disciplines
Education
Keywords
criticism, engagement with feedback, feedback, feedback best practices, formative assessment
Scopus ID
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Rabbani, Lutfieh M. and Husain, Salwa Habib, "Fostering student engagement with criticism feedback: importance, contrasting perspectives and key provisions" (2024). All Works. 6535.
https://zuscholars.zu.ac.ae/works/6535
Indexed in Scopus
yes
Open Access
yes
Open Access Type
Gold: This publication is openly available in an open access journal/series