Feedback partnerships: strengthening students’ proactive recipience through co-creating dialogic feedback

While the role of students in feedback is indisputable, developing learners' proactivity in feedback processes remains challenging. This conceptual paper addresses this issue by proposing feedback partnerships (FP) to strengthen students' proactive recipience. This approach emphasises a balance of power between students and teachers in feedback dialogue and their collaborative endeavours to co-create productive feedback. FP's theoretical underpinnings, two precursors (dialogue and trust) and three core values (respect, reciprocity, and shared responsibility) are examined to shed light on FP conceptualisation. The key optimal conditions for and barriers to partnership development are discussed, followed by a feedback co-creation model and illustrative cases to delineate FP operationalisation. Implications for practice and future research directions are outlined.