This document summarizes the findings of a 5-year longitudinal study into undergraduate students' experiences with feedback. The study found that while students were initially receptive to feedback, over time some became disengaged as they felt feedback was no longer helpful for improving their grades in later years. Additionally, some students still struggled to understand what teachers wanted even after 5 years. The study highlights the importance of feedback designs that encourage students to actively seek and apply feedback over multiple iterations, as well as developing students' feedback literacy skills.

1. The student experience of
feedback: longitudinal
perspectives
@CarlessDavid
EARLI Assessment SIG
Helsinki, August 29-31 2018
The University of Hong Kong

2. Overview
1. Longer term perspectives
2. Student change & development
3. Implications: feedback spirals
The University of Hong Kong

3. Student feedback challenges
Too much feedback as telling
Lack of engagement with feedback
Lack of strategies for using feedback
The way assessment & feedback are
organized
The University of Hong Kong

4. Social constructivism
Feedback engagement is developed
through agency, dialogue & co-construction
The University of Hong Kong

5. 5-year longitudinal inquiry
Longitudinal inquiry into four undergraduate
students’ experiences of feedback
The University of Hong Kong
Year 1 2 3 4 5

6. Data collection
• 8 interviews per student, including
member checking interview
• Documentary analysis of feedback
samples
The University of Hong Kong

7. Key research probe
Eliciting examples of feedback that was
acted upon
The University of Hong Kong

8. Loop learning
Single-loop learning:
Tackling a problem
Double-loop learning:
Tackling a problem &
Reappraising approach
(Argyris, 1990; Argyris & Schön, 1978)
The University of Hong Kong

9. ILLUSTRATIVE STUDENT
PERSPECTIVES
The University of Hong Kong

10. Single-loop feedback processes
Draft  teacher feedback  student action
 submission
She gave constructive suggestions. She
pointed out what we can do and we revised
it. (Eva, year 2)
The University of Hong Kong

11. Closed loop but …
• Short-term
• Limited student agency
• Risk of teacher dependency
The University of Hong Kong

12. Less is more
“Try not to cover too many points, discuss a
small number in detail” (Candice, year 2)
“Teachers mentioned going in-depth rather
than too many points”
(Eva, year 2)
The University of Hong Kong

13. Double-loop feedback processes
Analyzing deeper in
a specific assignment
&
Reappraising coverage
in academic work
The University of Hong Kong

14. STUDENT CHANGE
The University of Hong Kong

15. Increased resilience
Eva’s development:
Year 1: craves support
Year 5: confident enough to face critique
The University of Hong Kong

16. Disengagement over time
“From year 3 onwards I realized that I am
doing ok, so I’ve lost the motivation to
improve. I still care about the grades but not
that much about the feedback” (Candice,
year 5).
The University of Hong Kong

17. Role of degree classification
Final year scramble for
Upper Second
Guidance & feedback more
important (Alicia, Eva)
The University of Hong Kong

18. Long-term change in approach
“I used to procrastinate
a lot but now I leave
myself more time to
revise my assignments
and do proofreading”.
(Alicia)
The University of Hong Kong

19. UNRESOLVED LEARNING
PUZZLES OVER THE LONGER-
TERM
The University of Hong Kong

20. Philippa’s ongoing puzzle
“I want to be synchronized with the markers”
(Year 1)
“I still don’t really know what each teacher is
looking for” (Year 5)
The University of Hong Kong

21. Candice’s feedback file
Assignment file + notes of feedback for
improvement
Used to inform current assignments
… but eventually abandoned
The University of Hong Kong

22. IMPLICATIONS
The University of Hong Kong

23. The University of Hong Kong
Single loop
feedback
processes Double loop
feedback
processes
O
Unresolved
learning
puzzles
Feedbackspirals
Long-term uptake of feedback

24. Feedback designs
Iterative designs which position students as
active feedback seekers & users
(Boud & Molloy, 2013)
The University of Hong Kong

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

26. References
Argyris, C. 1990. Overcoming Organizational Defenses. Boston, MA: Allyn and Bacon.
Argyris, C., and D. Schön. 1978. Organizational Learning: A Theory of Action Perspective. Reading,
MA: Addison Wesley.
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. (2018). Feedback loops and the longer term: Towards feedback spirals. Under review in
Assessment and Evaluation in Higher Education
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.
Sadler, D. R. (2010). Beyond feedback: Developing student capability in complex appraisal.
Assessment & Evaluation in Higher Education 35 (5): 535-550.
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.
The University of Hong Kong

27. THANK YOU
The University of Hong Kong

28. AFFECTIVE ASPECTS
The University of Hong Kong

29. Feedback is emotional
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30. Timing of comments
“I welcome critical feedback when I can use
it to improve my grade but critical feedback
at the end is no use” (Candice, year 5)
The University of Hong Kong