The Complex Dynamics of Assessment Feedback in Higher Education: Implications for Leadership and Administration

Background/purpose. The purpose of this study is to explore how ecological complexities shape feedback processes and to propose a feedback literacy model that advances both theoretical understanding and practical improvement.

Materials/methods. The study employed a mixed exploratory approach. A structured online survey was distributed to 110 higher education professionals at an accredited university in the United Arab Emirates (UAE), yielding 30 responses from faculty, deans, and quality assurance staff. The survey contained nine prompts derived from the international literature on assessment and feedback, covering pedagogical value, delivery challenges, and feedback literacy. Descriptive statistics were used to report levels of agreement or disagreement. To avoid reductionist interpretations, Complexity Theory was applied as the analytical lens to interpret results and develop a systemic feedback literacy model.

Results. Findings show strong agreement among participants on the pedagogical value of feedback in motivating students, identifying learning gaps, and shaping affective responses. However, respondents also highlighted persistent challenges, including heavy workloads, institutional constraints, and limited professional training in feedback literacy. The analysis revealed alignment between UAE-based professionals and international studies, underscoring both the universality of these challenges and the importance of contextual differences. These findings support the argument that feedback challenges extend beyond individual teachers or students and are rooted in broader institutional and systemic dynamics.

Conclusion. The study concludes that simplistic, linear models of assessment feedback are inadequate for addressing the persistent paradox in higher education. Instead, the Feedback Literacy Model, grounded in complexity theory, provides a more holistic framework that shifts accountability from individual stakeholders to shared, system-wide responsibility. By recognizing the interdependent roles of faculty, students, administrators, and policymakers, this model promotes sustainable feedback practices that are better suited to the realities of higher education.

Keywords: Assessment, feedback literacy, education, complexity theory, leadership, accountability

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