The document discusses feedback seeking behaviors among students. It covers concepts related to feedback seeking such as motives, cost-benefit analyses, and achievement goals. Key findings from research include that feedback seekers generally outperform non-seekers, and high performers seek more feedback. Challenges to feedback seeking include exposing weaknesses and fear of judgment. The document also describes a longitudinal case study of a student who engaged in feedback seeking and reflections on the process. Overall, the document examines perspectives on feedback seeking and its relationship to feedback literacy and student learning.
Institute of Electrical and Electronic Engineers (IEEE);
History of creation of IEEE;
Distinguished memebers of IEEE;
IEEE Societies;
Benefits of IEEE Membership;
IEEE Boumerdes University Student Branch;
Institute of Electrical and Electronic Engineers (IEEE);
History of creation of IEEE;
Distinguished memebers of IEEE;
IEEE Societies;
Benefits of IEEE Membership;
IEEE Boumerdes University Student Branch;
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Learner feedback seeking: prospects and challenges
1. Learner feedback seeking:
prospects and challenges
David Carless,
University of Hong Kong,
@CarlessDavid
AHE Manchester, 22 June, 2023
#aheconference2023
The University of Hong Kong
2. Overview
• Feedback seeking rationales, concepts
• Linkages to feedback literacy
• Key issues, challenges
• Implications & future directions
The University of Hong Kong
4. Ongoing research 1
Review of empirical research on feedback
seeking in undergraduate education
-Scoping review (42 articles)
-Expert group
(Leenknecht & Carless, under review)
The University of Hong Kong
5. Ongoing research 2
Longitudinal collaboration with a single feedback
seeking undergraduate
- Transcripts of feedback seeking interactions
- Stephanie’s reflective journal
(Carless & Young, under review)
The University of Hong Kong
7. Defining feedback seeking
Individuals’ proactive search for evaluative
information about their performance (De
Stobbeleir et al. 2011)
Purposely seeking information about one’s
own level of performance, interpreting it and
applying it (Anseel et al. 2015)
The University of Hong Kong
8. Cost-value trade-off
The University of Hong Kong
Cost Value
Exposing uncertainty
Improve performance
Ego threats
Positive impression
Effort
Higher grades
9. 3 sets of motives
Learning (uncertainty reduction)
Impression management (external)
Ego-building (introspective) – self-image
The University of Hong Kong
10. Achievement goal theory
The University of Hong Kong
Learning goals Performance goals
Develop competence Demonstrate competence
Feedback as diagnosis Feedback as judgment
12. Academic feedback literacy: sharing
1. Share some useful feedback you received
2. Share a feedback seeking episode
3. Share some feedback you acted upon
The University of Hong Kong
13. Academic feedback seeking
Creating & taking advantage of opportunities
Overcoming ego/image-based concerns
Inviting alternative critical perspectives
Feedback literacy for academics (Gravett et
al. 2022)
The University of Hong Kong
14. Academic feedback literacy: reflection
When and from whom do you seek feedback on
your academic work?
Why don’t you seek more feedback from critical
experts?
The University of Hong Kong
15. Feedback seeking & generative AI
Analyze through the conceptual framework of …
Critically evaluate the following definition …
Dialogue …
The University of Hong Kong
17. Feedback seeking & achievement
Feedback seekers generally outperformed
non-feedback seekers (Tacoma et al. 2020)
High performers seek more feedback
The University of Hong Kong
18. Medical education
14/42 articles in medical education
Workshops encouraging feedback seeking
(Milan et al. 2011)
Student strategies to stimulate feedback in
clinical clerkships (Bing-You et al. 2018).
The University of Hong Kong
19. Self-assessment & feedback seeking
Self-assessment encompasses feedback seeking
Self-directed feedback seeking
Self-reflection (Yan & Brown, 2017)
And … feedback literacy (Yan & Carless, 2022)
The University of Hong Kong
20. Feedback seeking & feedback literacy
Eliciting as part of feedback literacy vs
Feedback literacy as precursor for feedback seeking
Interdependent & mutually reinforcing
(Leenknecht & Carless, fingers crossed)
The University of Hong Kong
22. Clarifying expectations orally
• Student plans/drafts assignment
• Student liaises with teacher
• Feedback encounter to clarify expectations
• Student revises draft
The University of Hong Kong
23. Stephanie’s motives
• To build a positive relationship
• To get to know expectations
• To confirm appropriacy of topic & argument
• Sense of reassurance
The University of Hong Kong
24. Transcript analysis
Sociocultural discourse analysis (Mercer) of
four feedback encounters over two years
Interthinking; Cumulative and exploratory talk
The University of Hong Kong
26. Reflection & feedback seeking
Reflection in formulating an inquiry
Reflecting again on receipt of a response
The University of Hong Kong
27. Reflection
Prompting students to reflect stimulates
feedback literacy (Carless, 2020)
Enhancing preparation & management of
feedback encounters aids feedback literacy
(Carless & Young)
The University of Hong Kong
28. Brainstorming
How might teachers promote students’
reflection around feedback?
What are the challenges & how might they
be overcome?
The University of Hong Kong
29. Feedback + reflection
Facilitate reflection via opportunities to share,
discuss and analyse feedback
(Carless & Young, under review)
Reflection in Engineering education (Coppens et
al., 2023)
Interventions to promote reflection (Harris et al.
2022)
The University of Hong Kong
30. Previous literature
1. What do I feel about this feedback?
2. What do I think about this feedback?
3. What future enhancements could I enact?
Adapted from Quinton & Smallbone (2010)
The University of Hong Kong
32. Recommendations
Embed feedback seeking (early) within the
curriculum (program-wide feedback)
Develop relational climates for feedback
seeking
Encourage reflection & share own feedback
(seeking) experiences
The University of Hong Kong
33. Future R & D
Evidence of benefits & uptake of feedback seeking
Integrating parallel literatures: organizations,
medical education, HE (cf. Joughin et al. 2021)
Feedback seeking beyond teachers …
Gen AI + feedback seeking
The University of Hong Kong
34. References
Anseel, F., Beatty, A. S., Shen, W., Lievens, F., & Sackett, P. R. (2015). How are we doing after 30 years? A meta-
analytic review of the antecedents and outcomes of feedback-seeking behavior. Journal of Management, 41(1), 318-
348.
Carless, D. (2020). Longitudinal perspectives on students’ experiences of feedback: A need for teacher-student
partnerships. Higher Education Research & Development, 39(3), 425-438. doi:10.1080/07294360.2019.1684455
Carless, D. & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment
& Evaluation in Higher Education doi:10.1080/02602938.2018.1463354
De Stobbeleir, K., Ashford, S. & Buyens, D. (2011). Self-regulation of creativity at work: The role of feedback seeking
behavior in creative performance. Academy of Management Journal, 54(4), 811-831.
Gravett, K., Kinchin, I., Winstone, N., Balloo, K., Heron, M., Hosein, A., Lygo-Baker, S. and Medland, E. (2020). The
development of academics’ feedback literacy: Experiences of learning from critical feedback via scholarly peer
review, Assessment and Evaluation in Higher Education, 45:5, 651-665.
Harris, R., Blundell-Birtill, P., & Pownall, M. (2022) Development and evaluation of two interventions to improve students’
reflection on feedback, Assessment & Evaluation in Higher Education, DOI: 10.1080/02602938.2022.2107999
Joughin, G., Boud, D., Dawson, P. and Tai, J. (2021). What can higher education learn from feedback seeking behaviour
in organisations? Implications for feedback literacy. Assessment & Evaluation in Higher Education, 46(1), 80-91.
Leenknecht, M., Hompus, P., & Van der Schaaf, M. (2019). Feedback seeking behaviour in higher education: the
association with students’ goal orientation and deep learning approach. Assessment & Evaluation in Higher
Education, 44, 1069-1078.
Malecka, B., Boud, D., & Carless, D. (2022). Eliciting, processing and enacting feedback: Mechanisms for embedding
feedback literacy within the curriculum. Teaching in Higher Education. 27(7), 908-922.
https://doi.org/10.1080/13562517.2020.1754784
The University of Hong Kong
35. References (continued)
Mercer, N. (2004). Sociocultural discourse analysis: Analysing classroom talk as a social mode of thinking. Journal of
Applied Linguistics, 1(2), 137-168.
Milan, F. B., Dyche, L., & Fletcher, J. (2011). “How am I doing?” Teaching medical students to elicit feedback during their
clerkships. Medical Teacher, 33(11), 904-910.
Molloy, E., & Bearman, M. (2019). Embracing the tension between vulnerability and credibility: ‘Intellectual candour’ in
health professions education. Medical Education, 53, 32-41.
Molloy, E., Boud, D., & Henderson, M. (2020). Developing a learning-centred framework for feedback literacy.
Assessment & Evaluation in Higher Education, 45(4), 527-540.
Papi et al. (2020). Feedback seeking behaviors in second language writing: motivational mechanisms. Reading and
Writing, 33, 485-505.
Quinton, S. & Smallbone, T. (2010). Feeding forward: Using feedback to promote student reflection and learning – a
teaching model. Innovations in Education and Teaching International, 47(1), 125-135.
Tacoma, S., Geurts, C., Slof, B., Jeuring, J., & Drijvers, P. (2020) Enhancing learning with inspectable student models:
Worth the effort? Computers in Human Behavior, 107, 106276. doi:10.1016/j.chb.2020.106276
Wanberg, C. R., & Kammeyer-Mueller, J. D. (2000). Predictors and outcomes of proactivity in the socialization
process. Journal of Applied Psychology, 85(3), 373–385.
Wang, Y., Mei, J., & Zhu, Y. (2017). Linking psychological capital and feedback-seeking behavior: Feedback cognition as
a mediator. Social Behavior and Personality, 45(7), 1099-1112.
Yan, Z., & Brown, G. T. L. (2017). A cyclical self-assessment process: Towards a model of how students engage in self-
assessment. Assessment & Evaluation in Higher Education, 42(8), 1247-1262.
Yan, Z. & Carless, D. (2022). Self-assessment is about more than self: The enabling role of feedback literacy.
Assessment & Evaluation in Higher Education, 47(7), 1116-1128. https://doi.org/10.1080/02602938.2021.2001431
The University of Hong Kong
37. Student barriers
Those who most need it, avoid it
Worried about exposing weaknesses
Fear of being judged
Procrastination
The University of Hong Kong
38. Stephanie’s thoughts
Seeking feedback builds rapport and I can
generate more ideas about my assignments
from my teacher's thoughts.
It gives me more motivation for my
assignment, since I would want to impress
someone that I have interacted with
(Year 2)
The University of Hong Kong
39. Ongoing research 3
What are the variations in how students
perceive the cost-value of feedback seeking?
(Young & Carless, in progress)
Stephanie’s final year dissertation using a
phenomenographic approach
The University of Hong Kong
40. Categories of feedback seeking
1: Feedback seeking as unnecessary
2: as last resort
3: to manage impressions
4: to meet teachers’ expectations
5: for learning
The University of Hong Kong
41. Feedback seeking: pros
• Bring partnership into feedback processes
• May reduce emotional discomfort
• Encourage uptake
Teacher workloads?
The University of Hong Kong
42. Facilitators of feedback seeking
Teacher: credible, supportive, approachable
Learner: openness, resilience, diligence ….
Context: learning culture, timing &
opportunities
The University of Hong Kong
43. Characteristics of feedback seekers
High expectations (Wanberg & Kammeyer-
Mueller, 2000)
Self-efficacy (Wang et al. 2017)
The University of Hong Kong
47. Learning cultures for feedback
Trust,
Open and constructive,
Honest yet supportive
Feedback friendly culture
(Leenknecht et al. 2019)
The University of Hong Kong
48. Modelling feedback seeking
Modelling: revealing expert thinking
Sharing experiences of feedback seeking,
benefits, challenges and emotional aspects
Cf intellectual candour: building trust by
embracing tensions between vulnerability &
credibility (Molloy & Bearman, 2019).
The University of Hong Kong
49. Encouraging feedback seeking
Teasing out criteria & quality
Enabling timely feedback seeking
Creating supportive learning climates
Modelling & sharing experiences
The University of Hong Kong
50. Solicited vs unsolicited feedback
Unsolicited feedback can be off-putting or fail
to address needs
Loss of control
Emotional disequilibrium
The University of Hong Kong