Enhancing Curriculum Through Student Feedback
When students share their thoughts on a course, their insights can be a powerful tool for shaping future learning experiences. Yet too often, feedback is collected but never meaningfully applied. In this action research project, Cynthia Kelchure-Cole examines how to use student feedback more effectively in curriculum and programme planning, with a focus on the unique environment of prison education.
While designing a new programme, Cynthia realised that although feedback was regularly gathered, it rarely informed actual course changes. Many students expressed feeling “unheard” and described the process as a “tick-box exercise.” This disconnect risked undermining trust and reducing engagement.
The research adopted a mixed-methods approach, combining participant observation, semi-structured interviews, and focus groups. This ensured that feedback wasn’t limited to those confident in writing but captured the voices of all learners, including ESOL students and those with lower literacy levels. Recurring themes emerged: too much repetitive paperwork, lack of visible changes after feedback, and a desire for more input into decision-making.
Cynthia’s analysis highlighted the importance of moving beyond consultation towards genuine participation. Drawing on Roger Hart’s Ladder of Participation, she identified ways to progress from simply gathering feedback to shared decision-making between educators and students. Practical recommendations included:
Clearly explaining how feedback will be used
Implementing small, visible changes to demonstrate responsiveness
Involving students in co-designing certain aspects of their learning
Providing clear boundaries on what can and cannot be changed, to manage expectations
This approach not only aims to improve curriculum relevance but also builds a culture of respect and collaboration. Students who feel their views have weight are more likely to engage fully with learning and develop a sense of ownership over their progress.
Although the study was small-scale, focused on one young offenders’ institution, its findings have broader relevance. Any educational setting can benefit from examining how feedback is gathered, communicated, and acted upon. By shifting from tokenism to authentic engagement, institutions can better meet learner needs and create more effective, responsive programmes.