Overview of feedback in higher education in anglo-saxon countries

Abstract

The purpose of this documentary article design with qualitative approach and descriptive scope is to investigate the predominant trends and approaches in research on feedback in higher education in Anglo-Saxon countries over the last 10 years. It highlights the importance of feedback and offers a comparative view of practices and approaches used in Anglo-Saxon countries. Strategies for improving feedback are emphasized, including training teachers and students in effective techniques, as well as fostering a culture of constructive feedback. This paper presents a summary of feedback in Anglo-Saxon countries, using comparisons based on the collection and analysis of the 50 most relevant documents from a selection of 99 documents resulting from the initial search. The results were organized into seven thematic categories described in the methodological section. Regarding feedback practices in educational environments, it was found that Anglo-Saxon countries implement varied strategies, such as formative assessments and personalized feedback. In addition, the use of technological tools, such as digital platforms and mobile applications, can be evidenced to facilitate the delivery and receipt of feedback.