Abstract

Student agency is often mentioned as a key feature of feedback practices. Commonly, the concept of agency is used to refer to students’ active role in the process of seeking, receiving, generating and acting upon feedback information. However, the notion of what student agency means is often taken for granted and rarely elaborated. The feedback literature has also mainly focussed on agency within individualised and psychological paradigms of feedback. In this paper we argue that a more sophisticated view of students’ role in feedback processes is needed. We identify four theoretical frameworks of student agency that reach beyond the individual – ecological, authorial, sociomaterial and discursive – as well as the implications of each of these frameworks for feedback. We further argue that a deeper understanding of student agency as a socio-cultural and -political construct is vital in the ‘new paradigm’ of learner-centred feedback. The paper serves as a basis for future empirical studies on feedback practices to adopt a more nuanced understanding of student agency.

摘要

学生代理经常被提及为反馈实践的一个关键特征。通常，代理的概念用于指学生在寻求、接收、生成和根据反馈信息采取行动的过程中的积极作用。然而，学生代理的含义通常被认为是理所当然的，很少被详细阐述。反馈文献也主要关注反馈的个体化和心理范式中的代理。在本文中，我们认为需要对学生在反馈过程中的角色有更复杂的看法。我们确定了超越个人的四个学生能动性理论框架——生态、作者、社会材料和话语——以及每个框架对反馈的影响。我们进一步认为，对学生能动性作为一种社会文化和政治结构的更深入理解对于以学习者为中心的反馈的“新范式”至关重要。该论文可作为未来关于反馈实践的实证研究的基础，以对学生代理进行更细致的理解。