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- Vol 5 RE: Chapter 12
formative feedbackpsychological safetyassessment anxietyself-regulationstudent agencyiterative assessmentguided reflectionself-determination theoryJournal article Evidence summaryAt a glance
McGuire investigates whether structured, timely, and emotionally intelligent feedback can improve both learning and wellbeing within competition-based higher education. The longitudinal action-research study followed four academic cycles from 2021 to 2024 and drew on performance data, surveys, learning analytics, and reflective journals from 73 students and 19 educators.
Key ideas
Its low-stakes model combined repeated attempts, layered feedback, numerical and comparative information, personalized commentary, and guided reflection. Results indicated lower assessment-related anxiety, stronger motivation and engagement, and improved self-regulation. Five themes describe how iterative feedback can create psychological safety and shift assessment from a one-off judgment toward a developmental process in which students retain agency. The article connects this design with self-determination theory and assessment-for-learning principles, while acknowledging the contextual and exploratory limits of the evidence.
Why it matters
It argues that assessment format alone does not guarantee wellbeing; how feedback is delivered, interpreted, and used matters. The model offers a practical basis for further testing across disciplines and institutions.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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