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3 references
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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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- Vol 5 RE: Chapter 15
student agencyco-agencytransformative competenciesanticipation-action-reflection cycleinterdisciplinary knowledgesocial and emotional skillscollective wellbeingfuture-oriented curriculaPolicy paper Evidence summaryAt a glance
This foundational Education 2030 position paper presents an early version of the OECD learning framework for a world shaped by technological, social, economic, and environmental change. It argues that education must help young people navigate uncertainty, contribute to collective wellbeing, and shape the future rather than merely adapt to it.
Key ideas
The framework combines disciplinary and interdisciplinary knowledge, cognitive and metacognitive skills, social and emotional skills, physical and practical skills, and attitudes and values. Student agency is central and develops through co-agency with teachers, peers, families, and communities. Three broad transformative competencies are introduced: creating new value, reconciling tensions and dilemmas, and taking responsibility. An anticipation–action–reflection cycle supports learners in considering consequences, acting purposefully, and revising their understanding.
Why it matters
OECD emphasizes orientation rather than prescription: the framework was co-created internationally and must be interpreted within local contexts. The paper also points toward later work on curriculum, pedagogy, assessment, and instructional systems needed to turn aspirational competencies into equitable learning opportunities.
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- Vol 4 RE: Chapters 18, 24, 27, App A, App B, App C
- Vol 6 RE: App B, App D
student agencyco-agencytransformative competenciesanticipation–action–reflection cycleknowledge skills attitudes and valuesethical judgmentlearner voiceindividual and collective wellbeingReport Evidence summaryAt a glance
The OECD Learning Compass offers an aspirational framework for what learners may need to shape individual and collective wellbeing toward 2030. Its compass metaphor emphasizes navigating unfamiliar situations responsibly rather than following fixed instructions.
Key ideas
Student agency and co-agency sit at the center: learners act purposefully while working with peers, teachers, families, and communities. The framework integrates knowledge, skills, attitudes, and values and highlights three transformative competencies—creating new value, reconciling tensions and dilemmas, and taking responsibility. An anticipation–action–reflection cycle describes how learners consider consequences, act, and revise understanding. The accompanying concept notes clarify constructs including foundations, agency, competencies, knowledge, skills, attitudes, and values. OECD presents the framework as globally informed but locally contextualized, not as a prescribed curriculum or assessment instrument.
Why it matters
Its practical implication is that education should support disciplinary understanding alongside adaptability, ethical judgment, collaboration, and the capacity to influence one's environment. Curriculum design must therefore connect learning goals, pedagogy, assessment, learner voice, and wider social purposes rather than treating future readiness as a list of isolated skills.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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