Feedback literacy and the development of doctoral attributes
Download as PPT, PDF1 like223 views
Professor David Carless gave a presentation on developing feedback literacy and doctoral attributes. He discussed how feedback literacy involves understanding comments, making judgments, appreciating feedback, managing emotions, and taking action. Developing doctoral attributes includes seeking feedback, appreciating quality work, and having a growth mindset. Some challenges of doctoral studies are imposter syndrome, time management, and maintaining emotional well-being. Carless advised tactics like peer feedback, analyzing exemplars, persistence, and publishing to help overcome challenges and develop as a scholar.
Feedback literacy and the development of doctoral attributes
- 1. Feedback literacy and the development of doctoral attributes Professor David Carless University of Hong Kong University of Bristol, Doctor of Education Conference (City University of Hong Kong) May 19, 2018 The University of Hong Kong
- 2. Overview 1. Student feedback literacy 2. Feedback & doctoral study 3. Challenges 4. Doctoral attributes The University of Hong Kong
- 3. Teaching effects 10/138 The University of Hong Kong Hattie (2009)
- 4. Defining feedback A process in which learners make sense of comments from peers or teachers & use them for enhancement purposes. After Carless (2015) and Boud & Molloy (2013) The University of Hong Kong
- 5. 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
- 6. Create a research space (CARS) Establish topic & claim centrality Establish a niche Occupy the niche (Swales, 1990) The University of Hong Kong
- 7. Student feedback literacy The University of Hong Kong Making Judgments Appreciating Feedback Managing Affect Taking Action (Carless & Boud, 2018)
- 8. Two key enabling strategies Peer feedback Analyzing exemplars The University of Hong Kong
- 9. Developing attributes • Feedback seeking • Appreciating quality academic work • Mentality for improvement The University of Hong Kong
- 10. The University of Hong Kong
- 11. The University of Hong Kong
- 12. Doctoral Challenges (1) Impostor Syndrome: am I good enough? worrying that you are not as talented as others may expect The University of Hong Kong
- 13. Doctoral Challenges (2) Managing time Maintaining emotional equilibrium The University of Hong Kong
- 14. Doctoral attributes • Self-regulative capacities • Persistence • Energy, drive, hunger • Academic literacies The University of Hong Kong
- 15. Tweeters & Bloggers Pat Thomson @ThomsonPat Hugh Kearns @ithinkwellHugh Inger Mewburn @thesiswhisperer #acwrit #phdlife #phdchat The University of Hong Kong
- 16. Final advice Tackle Impostor Syndrome Enhance peer feedback Be focused & dynamic Strive to publish The University of Hong Kong
- 17. References 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. (2015). Excellence in University Assessment: Learning from award-winning practice. London: Routledge. Carless, D., and D. Boud. (2018). The Development of Student Feedback Literacy: Enabling Uptake of Feedback. Assessment and Evaluation in Higher Education. doi:10.1080/02602938.2018.1463354. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta- analyses relating to achievement. London: Routledge. Swales, J. (1990). Genre analysis. Cambridge: Cambridge University Press. The University of Hong Kong
- 18. THANK YOU The University of Hong Kong