Advisor’s Feedback as assessment practices in Doctoral Programs: a scoping review of empirical research

A theoretical framework based on the balanced assessment system proposes a definition of formative feedback within an interactionist context and supports the autonomy and active learning of the students involved.The scoping review aims at mapping characteristics of feedback provided by tutors with doctoral students,defining the level, degree,and method of delivery and the ability to promote active learning processes.For the identification and synthesis of the research11.829 contributions were extracted from a query of different aggregators and databases (ProQuest, Scopus, Web of Science, EBSCO).From these, 24contributions were included in the analysis by a text mining process following a selection of inclusion/exclusion and critical appraisal carried out by two researchers (KCohen=0.70).From the analysis it is possible to highlight the prevalence of reinforcement feedback distributed during the development of the doctoral process. A need of training also emerges about assessment practices,such as feedback, to support self-assessment and autonomy of the student and to adopt computerized feedback models.