The document discusses injecting dialogue into written feedback processes by using interactive coversheets. It presents three variations of coversheets that invite students to state what feedback they want or what strengths and areas for development they see. However, students may not know what to ask for or worry about revealing weaknesses. Developing student and teacher feedback literacy can help address these challenges by having students learn to make judgments, appreciate feedback, manage their affect, and take action, while teachers prioritize student needs and organize dialogues sensitively.

1. Injecting dialogue into
written feedback processes
@CarlessDavid
#HKUfeedback
Feedback for learning Symposium
20th
September 2018
The University of Hong Kong

2. The problem
Students generally don’t engage with end-
of-semester written feedback
The teacher input comes too late
It is one-way transmission of information
The University of Hong Kong

3. The University of Hong Kong
Interactive coversheet
Invite students to state on the coversheet
what feedback they want

4. Variation 1
Students complete the following prompt:
“I would most like feedback on ….”
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5. Variation 2
1. The strengths are …
2. The aspects for development are …
3. I would like feedback on …
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6. Variation 3
“The previous feedback that I have used to
strengthen this assignment is ….”
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7. Challenges
Students don’t know
what to ask about
Students worry about
revealing weaknesses
The University of Hong Kong

8. 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.
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.
The University of Hong Kong

9. Student feedback literacy
The University of Hong Kong
Making
Judgments
Appreciating
Feedback
Managing
Affect
Taking Action
(Carless & Boud, 2018)

10. Teacher feedback literacy
Prioritizes students’ needs
The University of Hong Kong
Organises
dialogues
Sensitive to affect
Designs for student action