Identifying the components of effective learner-centred feedback information

Due to recent conceptual shifts towards learner-centred feedback, there is a potential gap between research and practice. Indeed, few models or studies have sought to identify or evaluate which semantic messages, or feedback components, teachers should include in learner-centred feedback comments. Instead, teacher practices are likely to be primarily shaped by ‘old paradigm’ conceptualisations of feedback. In response, the current study develops...