Project Details
Project Description
Feedback is one of the most powerful factors in ensuring student experience and successful outcomes. However, research shows that most students do not make the most of the feedback, with many not knowing how to interpret and use it, while educators find it difficult to assess the impact of their feedback. This ability to productively engage with feedback is called feedback literacy. This project will improve our understanding and capability to develop student and teacher feedback literacy through the innovative combination of feedback theory, learning analytics, and generative AI.
This project will use PolyFeed, an innovative, learning-analytics-based feedback platform, to support (1) university teachers in developing high-quality, student-centred feedback and tracking its impact; and (2) students in organising feedback from multiple sources, making sense of it, and developing action plans. A key innovation is the further development of an AI-powered chatbot, which will assist students in making sense of feedback and help teachers compose more effective, personalised responses. Grounded in human-centred design and informed by theories of feedback literacy, student-centred learning, and dialogic feedback, the project transforms feedback into an interactive, evidence-based process.
Monash University and the University of Papua New Guinea will pilot the project across eight subject units within four faculties/schools. Co-designed with students and educators, it will be evaluated using surveys, interviews, focus groups, and usage analytics. Key success indicators include adoption rates, improved feedback literacy, and enhanced student learning outcomes.
This international collaboration brings together diverse educational contexts, enabling the project to explore how AI-supported feedback tools work within different socio-cultural, institutional, and resource environments. It recognises feedback as a relational, sense-making process shaped by linguistic, cognitive, and sociocultural factors. By examining these dimensions, the project will generate valuable comparative insights often overlooked in feedback research, informing more culturally responsive, inclusive, and scalable feedback practices in Australia and Papua New Guinea.
This project will use PolyFeed, an innovative, learning-analytics-based feedback platform, to support (1) university teachers in developing high-quality, student-centred feedback and tracking its impact; and (2) students in organising feedback from multiple sources, making sense of it, and developing action plans. A key innovation is the further development of an AI-powered chatbot, which will assist students in making sense of feedback and help teachers compose more effective, personalised responses. Grounded in human-centred design and informed by theories of feedback literacy, student-centred learning, and dialogic feedback, the project transforms feedback into an interactive, evidence-based process.
Monash University and the University of Papua New Guinea will pilot the project across eight subject units within four faculties/schools. Co-designed with students and educators, it will be evaluated using surveys, interviews, focus groups, and usage analytics. Key success indicators include adoption rates, improved feedback literacy, and enhanced student learning outcomes.
This international collaboration brings together diverse educational contexts, enabling the project to explore how AI-supported feedback tools work within different socio-cultural, institutional, and resource environments. It recognises feedback as a relational, sense-making process shaped by linguistic, cognitive, and sociocultural factors. By examining these dimensions, the project will generate valuable comparative insights often overlooked in feedback research, informing more culturally responsive, inclusive, and scalable feedback practices in Australia and Papua New Guinea.
| Status | Active |
|---|---|
| Effective start/end date | 1/12/25 → 30/11/26 |