The document discusses challenges with feedback in higher education and strategies to improve feedback practices. It notes that feedback is often ineffective because it is delivered too late, focuses too much on grades, and students do not engage with or act upon the feedback. The document proposes developing feedback literacy in students and using interactive tools like feedback coversheets to facilitate a dialogue around feedback and ensure students understand expectations and can apply feedback. It emphasizes designing curriculum and assessment to integrate feedback and promote students generating and using feedback for themselves.
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Supporting Students in Generating and Using Feedback
1. Supporting students in
generating and using
feedback
Professor David Carless,
University of Hong Kong,
Shue Yan University,
November 19, 2018
The University of Hong Kong
2. Overview
1. Feedback frustrations
2. From telling to interaction
3. Interactive coversheets
4. Challenges & implications
The University of Hong Kong
3. Intended outcomes
1. Appreciating limits of written feedback
2. Understanding that feedback is for
students & requires uptake
3. Developing user-friendly ways for
feedback interaction with students
The University of Hong Kong
5. Staff frustrations
• Heavy marking load
• Students don’t attend to feedback
• Students mainly interested in the grade
• Students lack motivation to act
…..
Others?
The University of Hong Kong
6. Student frustrations
Feedback often comes at the end of teaching
sequences and it is too late for students to act
The University of Hong Kong
8. Feedback as information
Information provided by an agent regarding
aspects of one’s performance or
understanding
(Hattie & Timperley, 2007, p. 81)
The University of Hong Kong
9. Feedback involving action
A process in which learners make sense of
comments & use them for enhancement
purposes
Carless & Boud (2018)
The University of Hong Kong
13. Discussion
What are the main challenges for student
uptake of feedback and how might they be
tackled?
The University of Hong Kong
14. Feedback challenges
Too much feedback as telling
Lack of engagement with feedback
Lack of strategies for using feedback
The way modules/feedback is organized
Social-affective dimensions
The University of Hong Kong
15. Limits of Feedback as telling
“Learners do not always
learn much purely from
being told, even when
they are told repeatedly in
the kindest possible way”
(Sadler, 2015, p. 16)
The University of Hong Kong
17. Defining student 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
18. Sustainable feedback
Dialogic activities in which students
generate and use feedback from peers, self
or others as part of self-regulation
(Carless et al. 2011, Carless, 2013)
The University of Hong Kong
19. Shared feedback literacy
A need for co-ordinated staff and student
feedback literacy
The University of Hong Kong
20. Teacher role
Curriculum & assessment design to promote
generating and using feedback
The University of Hong Kong
21. Student feedback literacy
The University of Hong Kong
Making
Judgments
Appreciating
Feedback
Managing
Affect
Taking Action
(Carless & Boud, 2018)
22. The University of Hong Kong
Acting on feedback
Student action on feedback influenced by
how assessment is designed
23. Feedback designs
Feedback as integral part of curriculum &
course design (Boud & Molloy, 2013)
The University of Hong Kong
24. Example design
Task 1 feedback interlinked task 2
Position students as active feedback
seekers & users
The University of Hong Kong
25.
26. Information and/or sense-making
DESIGN
Old paradigm New paradigm
Feedback as information
Risks of ‘dangling data’
Students receive comments
Cognitivist
Feedback as sense-making
Focus on uptake
Generating & using comments
Social constructivist
31. Variation 2
1. The strengths are …
2. The aspects for development are …
3. I would like feedback on …
The University of Hong Kong
32. Variation 3
“The previous feedback that I have used to
strengthen this assignment is ….”
(Barton et al. 2016)
The University of Hong Kong
33. Discussion
Share with a partner, how you could
use interactive coversheets. What
would be facilitators or challenges?
The University of Hong Kong
34. Challenge
• Students found it hard to think of what
feedback they need;
• Expressed limited understanding of
expected standards
(Bloxham & Campbell, 2010)
The University of Hong Kong
35. Possible solutions
1. Peer discussion of rubric and assignment
requirements (Bloxham & Campbell, 2010).
2. Dialogue around exemplars to illustrate
expectations (Carless & Chan, 2017)
The University of Hong Kong
36. Preparation
Coach students on how to solicit useful
feedback
Support them in self-evaluating work
The University of Hong Kong
37. Scaling up
Dialogue through coversheets could be a
pilot project then a departmental policy
The University of Hong Kong
39. 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. Audio & Video feedback
Rapport
Nuance
Personalisation
Monologue or Dialogue?
Time saver?
Uptake & impact?
The University of Hong Kong
44. Key Rationales
Involve students in dialogue
around the quality of work
Inform student self-evaluation
Potentially timely &
sustainable
The University of Hong Kong
45. Training
Students need to be trained and coached in
how to carry out peer feedback
The University of Hong Kong
46. Composing peer feedback
Providing feedback more cognitively engaging
than receiving feedback (e.g. Nicol et al., 2014)
The University of Hong Kong
47. Main challenges
• Students don’t take it seriously
• Poor quality PF
• Students prefer teacher feedback
The University of Hong Kong
52. Shifts in priorities
The University of Hong Kong
Increase Decrease
Feedback on students’
preferences
Feedback on teachers’ priorities
Within module guidance Terminal comments
Comments on first task Comments on final task
Feedback for first year
students
Feedback for final year
students
53. Use resources wisely
Reduce teacher commentary at times when
it cannot reasonably be taken up (Boud &
Molloy, 2013)
The University of Hong Kong
55. Key recommendations
Need for interaction of different forms
Focus on learners’ needs
Enhance student feedback literacy
Design for uptake
The University of Hong Kong
56. References
Barton, K. L., Schofield, S. J., McAleer, S., & Ajjawi, R. (2016). Translating evidence-based guidelines
to improve feedback practices: The interact case study. BMC Medical Education, 16(1).
doi:10.1186/s12909-016-0562-z
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. (2013). Sustainable feedback and the development of student self-evaluative capacities.
In S. Merry, M. Price, D. Carless & M.. Taras, (Eds.), Reconceptualising Feedback in Higher
Education. London: Routledge.
Carless, D. (2015). Excellence in University Assessment: Learning from award-winning practice.
London: Routledge.
Carless, D. (2018). Feedback loops and the longer-term: Towards feedback spirals. Assessment and
Evaluation in Higher Education, https://doi.org/10.1080/02602938.2018.1531108
Carless, D. & 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.
Carless, D. & K.K.H. Chan (2017). Managing dialogic use of exemplars. Assessment and Evaluation
in Higher Education, 42(6), 930-941.
The University of Hong Kong
57. References (continued)
Carless, D., Salter, D., Yang, M. & Lam, J. (2011). Developing sustainable feedback practices.
Studies in Higher Education, 36(4), 395-407.
Hung, S.-T. A. (2016). Enhancing feedback provision through multimodal video technology.
Computers & Education, 98, 90-101.
Nicol, D. (2010). From monologue to dialogue: Improving written feedback processes in mass higher
education. Assessment and Evaluation in Higher Education, 35(5), 501-517.
Nicol, D., Thomson, A. & Breslin, C. (2014). Rethinking feedback practices in higher education: A
peer review perspective. Assessment and Evaluation in Higher Education, 39(1), 102-122.
Sadler, D.R. (2015). Backwards assessment explanations: Implications for teaching and assessment
practice. In D. Lebler et al. (Eds.), Assessment in music education: From policy to practice (pp.9-
19). Cham: Springer.
Winstone, N. & Carless, D. (2019, forthcoming). Designing for student uptake of feedback in higher
education. London: Routledge.
The University of Hong Kong