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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
Overview
1. Feedback potentials & challenges
2. Student feedback literacy
3. Teacher feedback literacy
4. Challenges & implications
The University of Hong Kong
Teaching effects 10/138
The University of Hong Kong
(Hattie, J. (2009). Visible learning. London: Routledge.)
Defining feedback
A process in which learners make sense of
comments & use them for enhancement
purposes.
(Carless & Boud, 2018)
The University of Hong Kong
(Wiliam, 2016)
The University of Hong Kong
“The only thing that
matters is what the
student does with
the feedback”
Feedback is for students
Students’ needs and preferences should be
prioritized
The University of Hong Kong
Feedback literacy
Co-ordinated staff & student feedback literacy
The University of Hong Kong
Social constructivism
Feedback literacy is developed through
agency, dialogue & co-construction
The University of Hong Kong
FEEDBACK CHALLENGES
The University of Hong Kong
Feedback is emotional
The University of Hong Kong
Feedback is relational
Needing communication
And healing of uneasy relationships
The University of Hong Kong
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
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
Feedback as telling is overrated
“Learning from
being told is
flawed as a
general strategy”
(Sadler, 2010, p.
548)
The University of Hong Kong
PLACING STUDENTS
CENTRE STAGE
The University of Hong Kong
5-year longitudinal inquiry
Longitudinal inquiry into four undergraduate
students’ experiences of feedback
The University of Hong Kong
Year 1 2 3 4 5
Monologue more than dialogue
“Feedback is usually one-way. I am not
going to respond to end-of-module
feedback”.
The University of Hong Kong
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
Student preferences
Find out what students want & prefer
The University of Hong Kong
Dialogue
“Teachers could tell us more about the
process of feedback & share which criteria
are significant”
The University of Hong Kong
Students need high grades
“Teachers need to appreciate how important
grades are to us”
The University of Hong Kong
STUDENT FEEDBACK
LITERACY
The University of Hong Kong
Defining feedback literacy
Understandings, capacities and dispositions
needed to make sense of comments and
use them for enhancement purposes
(Carless & Boud, 2018).
The University of Hong Kong
Student feedback literacy
The University of Hong Kong
Making
Judgments
Appreciating
Feedback
Managing
Affect
Taking Action
(Carless & Boud, 2018)
Teacher role
Curriculum & assessment design to promote
generating and using feedback
The University of Hong Kong
The University of Hong Kong
Designing for uptake
Potential action on feedback influenced by
how assessment is designed
Two key enabling activities
Peer feedback
Discussing exemplars
The University of Hong Kong
Teacher scaffolding
Guidance
Modelling
Coaching
The University of Hong Kong
TEACHER FEEDBACK
LITERACY
The University of Hong Kong
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
Parallelism attempt
The University of Hong Kong
Enables
making of
judgments
Supports
appreciation of
feedback
Shows
sensitivity
to affect
Promotes action
After Carless & Boud (2018)
Teacher feedback literacy
Prioritizes students’ needs
The University of Hong Kong
Organises
dialogues
Sensitive to affect
Designs for student action
TECHNOLOGY-ENABLED
STRATEGIES
The University of Hong Kong
Learning Management Systems
Storing and accessing feedback comments
Prompting students to act on prior feedback
(before receiving more feedback)
The University of Hong Kong
FEATS
The University of Hong Kong
Audio & Video feedback
Rapport
Nuance
Personalisation
Monologue or Dialogue?
Time saver?
Student response?
The University of Hong Kong
Screencast feedback
Digital recording of users’ screen combined
with voice narration
The University of Hong Kong
Peer video feedback
Peer-to-peer video feedback
delivered via Facebook
Hung (2016)
The University of Hong Kong
IMPLICATIONS FOR
PRACTICE
The University of Hong Kong
The University of Hong Kong
Interactive coversheet
Invite students to state what feedback they
want (Bloxham & Campbell, 2010)
Interactive coversheet designs
1. The strengths are …
2. The aspects for development are …
3. I would like feedback on …
(Adapted from Bloxham & Campbell, 2010)
The University of Hong Kong
Coversheet follow through
State the previous feedback you are using
to inform this assignment
The University of Hong Kong
Feedback designs
Task 1  feedback  interlinked task 2
Position students as active feedback
seekers & users (Boud & Molloy, 2013)
The University of Hong Kong
Shifts in priorities
The University of Hong Kong
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
Use resources wisely
Reduce teacher commentary at times when
it cannot reasonably be taken up (Boud &
Molloy, 2013)
The University of Hong Kong
FINAL THOUGHTS:
TEACHER CHANGE
The University of Hong Kong
When and how do teachers in HE
change their (feedback) practice?
The University of Hong Kong
Developing staff feedback literacy
Perceiving a need to change
The University of Hong Kong
Pressure or support
Having some impetus for change
The University of Hong Kong
Belief
The University of Hong Kong
Staff development
Dialogue & communication
Communities of practice
Incentives
The University of Hong Kong
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
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
THANK YOU
The University of Hong Kong
Feedback literacy
Learners need to acquire academic
literacies to interpret complex ideas; &
capacities to act on feedback
(Sutton, 2012)
The University of Hong Kong
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)
The University of Hong Kong
Composing peer feedback
Providing feedback more cognitively engaging
than receiving feedback (e.g. Nicol et al., 2014)
The University of Hong Kong
Integrating the development of student and staff feedback literacy
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)
The University of Hong Kong

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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
  • 5. (Wiliam, 2016) The University of Hong Kong “The only thing that matters is what the student does with the feedback”
  • 6. Feedback is for students Students’ needs and preferences should be prioritized The University of Hong Kong
  • 7. Feedback literacy Co-ordinated staff & student feedback literacy The University of Hong Kong
  • 8. Social constructivism Feedback literacy is developed through agency, dialogue & co-construction The University of Hong Kong
  • 10. Feedback is emotional The University of Hong Kong
  • 11. Feedback is relational Needing communication And healing of uneasy relationships 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
  • 15. PLACING STUDENTS CENTRE STAGE The University of Hong Kong
  • 16. 5-year longitudinal inquiry Longitudinal inquiry into four undergraduate students’ experiences of feedback The University of Hong Kong Year 1 2 3 4 5
  • 17. Monologue more than dialogue “Feedback is usually one-way. I am not going to respond to end-of-module feedback”. The University of Hong Kong
  • 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
  • 19. Student preferences Find out what students want & prefer The University of Hong Kong
  • 20. Dialogue “Teachers could tell us more about the process of feedback & share which criteria are significant” The University of Hong Kong
  • 21. Students need high grades “Teachers need to appreciate how important grades are to 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). The University of Hong Kong
  • 24. Student feedback literacy The University of Hong Kong Making Judgments Appreciating Feedback Managing Affect Taking Action (Carless & Boud, 2018)
  • 25. Teacher role Curriculum & assessment design to promote generating and using feedback The University of Hong Kong
  • 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 The University of Hong Kong
  • 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 The University of Hong Kong 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
  • 36. Audio & Video feedback Rapport Nuance Personalisation Monologue or Dialogue? Time saver? Student response? The University of Hong Kong
  • 37. Screencast feedback Digital recording of users’ screen combined with voice narration The University of Hong Kong
  • 38. Peer video feedback Peer-to-peer video feedback delivered via Facebook Hung (2016) 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) The University of Hong Kong
  • 42. Coversheet follow through State the previous feedback you are using to inform this assignment The University of Hong Kong
  • 43. Feedback designs Task 1  feedback  interlinked task 2 Position students as active feedback seekers & users (Boud & Molloy, 2013) The University of Hong Kong
  • 44. Shifts in priorities The University of Hong Kong 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) The University of Hong Kong
  • 46. FINAL THOUGHTS: TEACHER CHANGE The University of Hong Kong
  • 47. When and how do teachers in HE change their (feedback) practice? The University of Hong Kong
  • 48. Developing staff feedback literacy Perceiving a need to change The University of Hong Kong
  • 49. Pressure or support Having some impetus for change The University of Hong Kong
  • 51. Staff development Dialogue & communication Communities of practice Incentives The University of Hong Kong
  • 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
  • 54. THANK YOU 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) The University of Hong Kong
  • 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) The University of Hong Kong
  • 57. Composing peer feedback Providing feedback more cognitively engaging than receiving feedback (e.g. Nicol et al., 2014) The University of Hong Kong
  • 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) The University of Hong Kong

Editor's Notes

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