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Integrating the development of student and staff feedback literacy
1. Integrating the development
of student and staff
feedback literacy
@CarlessDavid
University of Hong Kong
June 18, 2018
University of Surrey
The University of Hong Kong
2. Overview
1. Feedback potentials & challenges
2. Student feedback literacy
3. Teacher feedback literacy
4. Challenges & implications
The University of Hong Kong
3. Teaching effects 10/138
The University of Hong Kong
(Hattie, J. (2009). Visible learning. London: Routledge.)
4. Defining feedback
A process in which learners make sense of
comments & use them for enhancement
purposes.
(Carless & Boud, 2018)
The University of Hong Kong
12. Student feedback challenges
Difficulties in decoding feedback
Lack of engagement with feedback
Lack of strategies for using feedback
The way feedback is organized
(Evans, 2013; Winstone et al., 2017)
The University of Hong Kong
13. Differing perceptions
Questionnaire data from 460 staff & 1740
students
Teachers thought their feedback was more
useful than students did (Carless, 2006)
The University of Hong Kong
14. Feedback as telling is overrated
“Learning from
being told is
flawed as a
general strategy”
(Sadler, 2010, p.
548)
The University of Hong Kong
17. Monologue more than dialogue
“Feedback is usually one-way. I am not
going to respond to end-of-module
feedback”.
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18. Students’ needs
“To really understand students’ needs is a
long-term process. To promote dialogue,
teachers could do more to find out how they
can help us”.
The University of Hong Kong
23. Defining feedback literacy
Understandings, capacities and dispositions
needed to make sense of comments and
use them for enhancement purposes
(Carless & Boud, 2018).
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24. Student feedback literacy
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Making
Judgments
Appreciating
Feedback
Managing
Affect
Taking Action
(Carless & Boud, 2018)
25. Teacher role
Curriculum & assessment design to promote
generating and using feedback
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26. The University of Hong Kong
Designing for uptake
Potential action on feedback influenced by
how assessment is designed
27. Two key enabling activities
Peer feedback
Discussing exemplars
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30. First attempt
• Feedback to develop student self-
regulation;
• Strategies to support students in
generating feedback;
• Attentiveness to relational & affective
elements
(Xu & Carless, 2017)
The University of Hong Kong
31. Parallelism attempt
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Enables
making of
judgments
Supports
appreciation of
feedback
Shows
sensitivity
to affect
Promotes action
After Carless & Boud (2018)
32. Teacher feedback literacy
Prioritizes students’ needs
The University of Hong Kong
Organises
dialogues
Sensitive to affect
Designs for student action
34. Learning Management Systems
Storing and accessing feedback comments
Prompting students to act on prior feedback
(before receiving more feedback)
The University of Hong Kong
40. The University of Hong Kong
Interactive coversheet
Invite students to state what feedback they
want (Bloxham & Campbell, 2010)
41. Interactive coversheet designs
1. The strengths are …
2. The aspects for development are …
3. I would like feedback on …
(Adapted from Bloxham & Campbell, 2010)
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43. Feedback designs
Task 1 feedback interlinked task 2
Position students as active feedback
seekers & users (Boud & Molloy, 2013)
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44. Shifts in priorities
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Increase Decrease
Feedback on students’
preferences
Feedback on teachers’ priorities
Within module guidance Unidirectional comments at end
Comments on first task Comments on final task
Feedback for first year students Feedback for final year students
45. Use resources wisely
Reduce teacher commentary at times when
it cannot reasonably be taken up (Boud &
Molloy, 2013)
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52. References
Bloxham, S. & Campbell. L. (2010). Generating dialogue in assessment
feedback: Exploring the use of interactive cover sheets. Assessment and
Evaluation in Higher Education, 35(3), 291-300.
Boud, D. & Molloy, E. (2013). Rethinking models of feedback for learning: The
challenge of design. Assessment and Evaluation in Higher Education, 38(6),
698-712.
Carless, D. (2006). Differing perceptions in the feedback process. Studies in
Higher Education, 31(2), 219-233.
Carless, D. (2015). Excellence in University Assessment: Learning from award-
winning practice. London: Routledge.
Carless, D. and Boud, D. (2018). The development of student feedback literacy:
Enabling uptake of feedback. Assessment and Evaluation in Higher
Education, https://doi.org/10.1080/02602938.2018.1463354.
Evans, C. (2013). Making sense of assessment feedback in higher education.
Review of Educational Research, 83(1), 70-120.
The University of Hong Kong
53. References (continued)
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses
relating to achievement. London: Routledge.
Hung, S.-T. A. (2016). Enhancing feedback provision through multimodal video
technology. Computers & Education, 98, 90-101.
Sadler, D. R. (2010). Beyond feedback: Developing student capability in
complex appraisal. Assessment & Evaluation in Higher Education 35 (5):
535-550.
Wiliam, D. (2016). The secret of effective feedback. Educational Leadership,
73(7), 10-15.
Winstone, N., R. Nash, J. Rowntree, and M. Parker. 2017. “‘It’d be Useful, but I
Wouldn’t Use It’: Barriers to University Students’ Feedback Seeking and
Recipience.” Studies in Higher Education 42 (11): 2026-2041.
Xu, Y. & Carless, D. (2017). ‘Only true friends could be cruelly honest’:
cognitive scaffolding and social-affective support in teacher feedback
literacy. Assessment and Evaluation in Higher Education, 42(7), 1082-1094.
The University of Hong Kong
55. Feedback literacy
Learners need to acquire academic
literacies to interpret complex ideas; &
capacities to act on feedback
(Sutton, 2012)
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56. Feedback as telling
Learning from being told is flawed as a
general strategy because the conditions for
the statements to make intimate connection
with the student work (with a view to future
work) are rarely satisfied (Sadler, 2010, p.
548)
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57. Composing peer feedback
Providing feedback more cognitively engaging
than receiving feedback (e.g. Nicol et al., 2014)
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59. Assessment literate students
Interpret assessment expectations in similar
ways to tutors (Price et al., 2012)
Understand that feedback effectiveness
depends on their level of engagement
(O’Donovan et al., 2016)
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