While the term feedback engagement has become a buzzword in higher education, the constructs of feedback engagement have remained inadequately investigated, and research on the conceptualization and instrumentation of feedback engagement in the literature is limited. This paper presents the development and validation of a feedback engagement scale…

Engaging with feedback has been widely shown to support learning, but levels of engagement with feedback among individual students varies considerably. This study assessed educational identities to understand this variation, while also seeking to confirm the distinct but related role of perceptions of feedback. One hundred and seventy…

Feedback from learners is important to support faculty development, but negative feedback can harm teachers' motivation, engagement, and retention. Leaders of educational programs, therefore, need to balance enabling students' voices to be heard with maintaining teachers' enthusiasm and commitment to teaching. Given the paucity of research to…

Peer feedback is commonly used in higher education for both practical and pedagogical reasons. However, peer feedback has been criticized by teachers, researchers, and students for being superficial, harsh, uncritical, and/or detached from learning objectives. This study contributes to the existing literature on how to enhance the effectiveness of…

Generative artificial intelligence (GenAI) is a subset of artificial intelligence (AI) that can generate content such as texts, images, videos, sounds, etc. While GenAI tools have been utilized in various contexts, their utilization in the academic context is still a controversial topic. Scholars observed that many universities have banned GenAI…

This article proposes a critical typology of five emerging responses to artificial intelligence (AI) in language education, from prohibition and hype to critical engagement, highlighting the assumptions, tensions, and possibilities each orientation embodies. This typology serves as a reflective tool to examine how educators and institutions are…

Effective feedback is essential for refining instructional practices in mathematics education, and researchers often turn to advanced natural language processing (NLP) models to analyze classroom dialogues from multiple perspectives. However, utterance-level discourse analysis encounters two primary challenges: (1) multifunctionality, where a…

Emotions are an important part of university teachers' well-being and can interfere with teachers' motivation to teach, their quality of teaching, and their willingness to engage in educational development. This mixed-methods study explores academics' emotional experiences before, during, and after they engage in teaching, as well as what factors…

This study explores the peer feedback process with first-year undergraduate business students at an Irish University. This research explicitly examines (1) whether the act of generating or receiving high-quality peer feedback had a significant impact on student performance (grades) and (2) participants' attitudes to peer feedback (pre and…

The Faculty Survey of Student Engagement (FSSE) complements the National Survey of Student Engagement (NSSE). FSSE measures faculty members' contributions to student engagement in educational practices that are empirically linked with high levels of learning and development. The survey also collects information about how faculty members spend…

Asking open-ended questions for research purposes might be very tempting because the answers can provide valuable authentic information not only about participants' responses to the asked questions but also about their unintentionally expressed feelings and emotions. However, analyzing answers to open-ended questions given in free form will very…

Background/purpose: The paradigm shift in education from lecturer-centered to student-centered learning demands an approach that involves students more actively. In this context, providing feedback becomes a crucial element in improving student engagement and academic performance; therefore, it is necessary to examine its strategic role in…

Multistage testing (MST), a variant of computerized adaptive testing (CAT), differs from conventional CAT in that it is adapted at the module level rather than at the individual item level. Typically, all examinees begin the MST with a linear test form in the first stage, commonly known as the routing stage. In 2020, Han introduced an innovative…

The response card review game is a non-threatening, collaborative, and attention-grabbing review game that encourages the participation of all students. Moreover, this review serves as a monitoring tool that allows instructors to gauge which contents students have mastered and which require re-teaching. Through repeated and fast-paced review…

Vertical scales are intended to establish a common metric for scores on test forms targeting different levels of development in a specified domain. They are often constructed using common item, nonequivalent group designs that implicitly rely on the linking items being effectively free from differential item functioning (DIF) or the DIF being…