Group Admins
Description
Session Description
Feedback has been defined as dialogue, both formal and informal, to support learning (Askew, 2004) but it seems doubtful that students share this expansive view. University student judgements on the feedback they receive indicates that it is one of the most unsatisfactory parts of their experience (Radloff & Coates, 2010). The problems with feedback often cited by students include, but are not necessarily limited to; timeliness, consistency and clarity (Bailey & Garner, 2010). The crux of the feedback problem may lie in a clash of expectations between students and academics. Many students are used to declarative corrective feedback common in schools (O’Donovan, 2017). In Higher Education, however, the knowledge base is often abstract leading to more nuanced feedback (Hung, 2016).
This presentation will inform delegates about an action research based project which seeks to help students improve their ‘feedback literacy’ using an online educational resource. The presentation will explain the project’s underlying philosophy that feedback cannot be ‘done’ to students it must be explained as an educational process which they control.
The ‘feedback literacy’ learning resource has as a central objective of encouraging students to view feedback as transformative information and to take a meta-cognitive approach to engaging with feedback. The resource will support students in understanding key ideas such as; feedback sources, making judgements, and dealing with critical comments (Carless & Boud, 2018)
The presentation will explain feedback literacy concepts derived from the literature such as;
• Feedback dialogue which iterates from formative to summative assessment (Yang & Carless, 2013)
• Coaching commentary writing skills (Min, 2006)
• Exemplar analysis to help students move from the abstract to the concrete (Carless & Chan, 2017)
The presentation will also contain an outline of how the ‘feedback literacy’ learning resource has been designed.
References
Askew, S. (2004). Feedback for learning. Routledge.
Bailey, R., & Garner, M. (2010). Is the feedback in higher education assessment worth the paper it is written on? Teachers’ reflections on their practices. Teaching in Higher Education, 15(2), 187–198.
Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354
Carless, D., & Chan, K. K. H. (2017). Managing dialogic use of exemplars. Assessment & Evaluation in Higher Education, 42(6), 930–941.
Hung, S.-T. A. (2016). Enhancing feedback provision through multimodal video technology. Computers & Education, 98, 90–101.
Min, H.-T. (2006). The effects of trained peer review on EFL students’ revision types and writing quality. Journal of Second Language Writing, 15(2), 118–141.
O’Donovan, B. (2017). How student beliefs about knowledge and knowing influence their satisfaction with assessment and feedback. Higher Education, 74(4), 617–633.
Radloff, A., & Coates, H. (2010). Doing More for Learning: Enhancing Engagement and Outcomes: Australasian Survey of Student Engagement: Australasian Student Engagement Report.
Yang, M., & Carless, D. (2013). The feedback triangle and the enhancement of dialogic feedback processes. Teaching in Higher Education, 18(3), 285–297.
