Enhancing feedback literacy and engagement in project management education

A case study of feedback analytics

Abstract

This paper investigates how students in different performance groups engage with and perceive feedback within a large postgraduate information technology project management unit at an Australian university. Using data from 228 students who voluntarily participated in a feedback analytics tool, named PolyFeed, the study examines patterns of feedback annotation, reflective note-taking, and action plan creation. The findings reveal that while feedback quality is consistently rated highly across all groups, lower-performing students participate less and are less likely to act on feedback. In contrast, higher-performing students demonstrate greater sense-making and proactive use of feedback. The study highlights the importance of designing feedback systems that scaffold all aspects of feedback literacy, particularly for students at risk of disengagement, to promote equitable and meaningful learning outcomes.