Empowering Inclusive Learning: Leveraging Constructive Feedback to Enhance Equitable Assessment Practices at RK University

In the evolving landscape of higher education, inclusivity in assessments has emerged as a critical focus, particularly in fields like engineering where diverse student populations bring varied perspectives and learning needs. This research paper investigates the impact of constructive feedback on enhancing inclusivity within assessment practices, specifically within the Bachelor of Technology program at RK University. The study focuses on a cohort of 150 students enrolled in the 6th semester of the Computer Engineering program, taking the course "Web Application Development using ASP.NET." Constructive feedback, characterized by its ability to provide meaningful, actionable insights, is posited as a key element in creating equitable learning environments. By examining how feedback is delivered and received in the context of a technical course, this study aims to uncover the ways in which it can be leveraged to address diverse student needs, reduce performance disparities, and foster a more inclusive educational experience. The research employs a mixed-methods approach, combining quantitative data from student assessments with qualitative feedback from surveys and interviews. The quantitative analysis examines the correlation between the nature of feedback provided and student performance across different demographic groups, including those traditionally underrepresented in engineering disciplines. The qualitative component gathers student and faculty perspectives on the effectiveness of feedback in addressing individual learning challenges and promoting a sense of inclusion. Preliminary findings suggest that when feedback is tailored to the individual needs of students and delivered in a timely and supportive manner, it significantly enhances their engagement and understanding of course material. This is particularly evident among students who may struggle with the technical demands of the course, as personalized feedback helps bridge knowledge gaps and builds confidence. The study also identifies key barriers to providing effective feedback, such as time constraints and varying levels of feedback literacy among faculty members. The paper concludes by proposing a set of best practices for integrating constructive feedback into the assessment process in a way that prioritizes inclusivity. These practices include developing faculty training programs focused on feedback literacy, implementing structured feedback mechanisms that ensure consistency, and utilizing technology to facilitate personalized feedback delivery. By adopting these practices, institutions can create a more supportive and inclusive learning environment that empowers all students to succeed. This research contributes to the broader discourse on inclusive education by providing evidence-based insights into how constructive feedback can be used to enhance equity in engineering education. The findings and recommendations from this study are intended to inform not only the assessment practices at RK University but also serve as a model for other institutions seeking to promote inclusivity in their educational frameworks.