Reframing feedback in higher education: from teacher commentary to dialogic and transformative practice

The paper explores students’ beliefs and perceptions about the role of feedback in contemporary teaching-learning processes, framed by an emerging epistemological paradigm based on networked knowledge and continuous interaction. It presents a teaching experience carried out with students enrolled in the Primary Education program at the University of Macerata, within an integrated digital learning ecosystem that fostered dialogic and transformative feedback practices. Tools such as the One Minute Paper, Mentimeter, and the Ladder of Feedback protocol were used to promote real-time
feedback, peer review, and critical reflection. Through a questionnaire incorporating the "Evaluating Your Beliefs About Feedback" tool by Winstone and Carless (2019, p. 179), this study analyzes students’ beliefs about feedback and their positioning in relation to either a transmissive model of feedback or a participatory, learning-centred paradigm.