What does this research mean for the field?

While racially minoritised students generally view academic feedback positively, they face significant barriers in applying it within culturally diverse settings, which can be addressed through standardized feedback language and early formative interventions. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

Investigate how racially minoritised students interact with module feedback and identify the core obstacles they face when attempting to apply assessment guidance.

September 2, 2026International Journal of Inclusive EducationOpen Access

Improving academic feedback for racially minoritised students: practical strategies for enhanced understanding and application

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Authors

CTCrystal Han‐Huei Tsay GGGiulia Getti LQLianfeng Quan

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Overview

Survey study uncovers barriers to applying academic feedback among racially minoritised students, highlighting standardized guidance and early intervention to reduce degree awarding gaps.

Key Points

Investigate how racially minoritised students interact with module feedback and identify the core obstacles they face when attempting to apply assessment guidance.
Exploratory survey conducted among university students at a post-92 UK higher education institution.
Assessed student feedback literacy across both formative and summative module assignments.
Students report a generally positive perception of academic feedback but encounter substantial difficulties translating guidance into practical assignment improvements.
Identified barriers stem largely from navigating feedback within culturally diverse settings and lacking standardized, actionable terminology.
Qualitative findings support institutional interventions including standardizing feedback language, increasing early formative checkpoints, and expanding proactive support services.

Cite This Study

Tsay et al. (2026) studied this question.

synapsesocial.com/papers/6a97e275c562ede874ec691e https://doi.org/10.1080/13603116.2026.2722286

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September 2, 2026International Journal of Inclusive EducationOpen Access

Improving academic feedback for racially minoritised students: practical strategies for enhanced understanding and application

View Full Paper

Ask AI

Bookmark

Authors

CTCrystal Han‐Huei Tsay GGGiulia Getti LQLianfeng Quan

Discussion

Member takes

Overview

Survey study uncovers barriers to applying academic feedback among racially minoritised students, highlighting standardized guidance and early intervention to reduce degree awarding gaps.

Key Points

Investigate how racially minoritised students interact with module feedback and identify the core obstacles they face when attempting to apply assessment guidance.
Exploratory survey conducted among university students at a post-92 UK higher education institution.
Assessed student feedback literacy across both formative and summative module assignments.
Students report a generally positive perception of academic feedback but encounter substantial difficulties translating guidance into practical assignment improvements.
Identified barriers stem largely from navigating feedback within culturally diverse settings and lacking standardized, actionable terminology.
Qualitative findings support institutional interventions including standardizing feedback language, increasing early formative checkpoints, and expanding proactive support services.

Cite This Study

Tsay et al. (2026) studied this question.

synapsesocial.com/papers/6a97e275c562ede874ec691e https://doi.org/10.1080/13603116.2026.2722286

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