• Akshat Shah

Feedback plays a vital role in improving educational systems, serving as the primary mechanism through which institutions assess teaching effectiveness, infrastructure quality, and overall program delivery. However, conventional methods remain predominantly one-way, with students rating faculty at the end of a course or semester [1]. While useful, such approaches provide only partial insights and fail to capture the broader perspectives of other key stakeholders such as parents, administrators, and faculty-to-admin evaluations [2]. To address these limitations, this paper introduces the Feedback Architecture System for Enhance Learning, a scalable and role-based framework that empowers administrators to configure dynamic feedback flows across multiple stakeholders [3]. Unlike traditional models, the system is designed to handle flexible role-to-role mappings, parameter-driven evaluations, and real-time analytics, ensuring feedback remains both comprehensive and actionable [4]. By fostering inclusivity, accountability, and transparency, the proposed framework extends beyond conventional 360-degree feedback mechanisms and establishes a holistic feedback ecosystem that promotes student-centered learning, strengthens reflective practices among teachers, and supports institutional development through evidence-based decision-making [5][8].

Multi-source feedback, Student-centered learning, Parameter-wise analytics, Higher education improvement

"FEEDBACK ARCHITECTURE SYSTEM FOR ENHANCE LEARNING: DESIGNING SCALABLE MULTI-SOURCE REVIEW SYSTEMS", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.12, Issue 9, page no.e588-e592, September-2025, Available :http://www.jetir.org/papers/JETIR2509466.pdf

"FEEDBACK ARCHITECTURE SYSTEM FOR ENHANCE LEARNING: DESIGNING SCALABLE MULTI-SOURCE REVIEW SYSTEMS", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.12, Issue 9, page no. ppe588-e592, September-2025, Available at : http://www.jetir.org/papers/JETIR2509466.pdf