Towards broader conceptions of feedback
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This document summarizes a presentation on broader conceptions of feedback given by Professor David Carless. It discusses moving beyond teacher feedback to students to emphasize peer feedback, student self-evaluation, feedback seeking, and dialogic interaction. It recommends minimizing teacher telling and focusing on student needs, interests, and involvement. Students should be actively engaged in feedback processes and both teachers and students should develop mutual feedback literacy.
Towards broader conceptions of feedback
- 1. Towards broader conceptions of feedback Professor David Carless, University of Hong Kong, Hong Kong Association for Applied Linguistics (HAAL), November 7th 2019 The University of Hong Kong
- 2. Overview 1. Feedback in AL vs elsewhere 2. Activating students in feedback 3. Designing effective feedback processes 4. Challenges & Implications The University of Hong Kong
- 3. CNEC Lee I Yao Memorial Secondary School, Kwai Shing (1988-89) The University of Hong Kong
- 4. Written corrective feedback The University of Hong Kong
- 5. Icy Lee (2019) The University of Hong Kong
- 6. Major problem Students tend to be too passively positioned in feedback processes The University of Hong Kong
- 7. Key aim of feedback To enhance student ability to self-monitor their work in progress The University of Hong Kong
- 8. Sustainable feedback Students seeking, generating & using feedback from peers & self as part of self- regulated learning (Carless et al., 2011) The University of Hong Kong
- 9. Information action (Winstone & Carless, 2019) The University of Hong Kong
- 10. Social constructivist Action on feedback is constructed through learner agency & interaction (O’Donovan, Rust & Price, 2016). The University of Hong Kong
- 11. The University of Hong Kong DISCOUNT CODE: FLR40
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- 14. Designing effective feedback processes The University of Hong Kong Chapter 2 Chapter 9 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Designing effective feedback processes
- 15. Each chapter • Synthesis of key literature • Two key examples from literature • A case study based on interview data The University of Hong Kong
- 16. CHAPTER 8 IMPLEMENTING PEER FEEDBACK The University of Hong Kong
- 17. The University of Hong Kong
- 18. Defining peer feedback (PF) “A communication process through which learners enter into dialogues related to performance & standards” (Liu & Carless, 2006, p. 280) Also peer response (Liu & Hansen, 2002) Peer review (Harland et al., 2017) The University of Hong Kong
- 19. Main challenges • Students don’t take it seriously • Poor quality PF • Students prefer teacher feedback • Classmates may steal ideas The University of Hong Kong
- 20. Composing peer feedback Providing feedback more cognitively engaging than receiving feedback (e.g. Nicol et al., 2014) The University of Hong Kong
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- 22. To give is better than to receive Students taught to give PF, improved writing more than students taught to use PF Explanation: You review in your own ZPD but may not receive in your ZPD (Lundstrom & Baker, 2009) The University of Hong Kong
- 23. Cumulative peer feedback Need for multiple cumulative experiences of peer review during a programme (Harland et al., 2017). Year 1 Year 2 Year 3
- 24. Professor Hui-Tzu Min, National Cheng Kung University, Taiwan The University of Hong Kong
- 25. Training for PF Used sample essay to model feedback Implemented two cycles of PF Coached students in improving PF (see also Min, 2006) The University of Hong Kong
- 26. 4 step training procedure Peer feedback as: 1. Clarifying the writer’s intention 2. Identifying potential problems 3. Explaining the nature of the problems 4. Making specific suggestions The University of Hong Kong
- 27. Design features Student writing: same genre, different topics Randomly assigned trios Written feedback + oral dialogue The University of Hong Kong
- 28. Positive outcomes Students appreciated & used peer feedback Students got better at giving peer feedback Lower achievers benefitted significantly (Winstone & Carless, 2019, chapter 8) The University of Hong Kong
- 29. COMMENTS OR QUESTIONS RELATED TO PEER FEEDBACK The University of Hong Kong
- 30. ENABLING DIALOGUE IN FEEDBACK PROCESSES (CHAPTER 6) The University of Hong Kong
- 31. Dialogic feedback Feedback needs to generate practical forms of dialogue The University of Hong Kong
- 32. The University of Hong Kong Interactive coversheet (Chapter 6) Invite students to state what feedback they want (Bloxham & Campbell, 2010)
- 33. Variation 1 Students complete the following prompt: “I would most like feedback on ….” The University of Hong Kong
- 34. Variation 2 “The previous feedback that I have used to strengthen this assignment is ….” (Barton et al. 2016) The University of Hong Kong
- 35. ELT Variation A Students complete the following prompt: “The grammar item I would like to receive focused corrective feedback on is …” The University of Hong Kong
- 36. ELT Variation B “I would most like to receive feedback on” (choose one): grammar accuracy; content and ideas; other (pls specify) The University of Hong Kong
- 37. TEACHER & STUDENT FEEDBACK LITERACY The University of Hong Kong
- 38. Feedback literacy Know-how about how to maximise the benefits of feedback processes The University of Hong Kong
- 39. Shared responsibilities Shared responsibilities in designing & acting on feedback (Nash & Winstone, 2017) The University of Hong Kong
- 41. Student feedback literacy The University of Hong Kong Making Judgments Appreciating Feedback Managing Affect Taking Action (Carless & Boud, 2018)
- 42. Conclusion The University of Hong Kong
- 43. Broader conceptions of feedback Beyond teacher telling to highlight: • Peer feedback • Student self-evaluation • Student feedback seeking • Dialogic interaction The University of Hong Kong
- 44. Recommendations Minimise teacher telling Focus on students’ needs & interests Involve students actively Mutual development of feedback literacy The University of Hong Kong
- 45. 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 & Evaluation in Higher Education, 35(3), 291-300. Carless, D. & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education https://doi.org/10.1080/02602938.2018.1463354 Carless, D., Salter, D., Yang, M. & Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36(4), 395-407. Harland, T., Wald, N., & Randhawa, H. (2017). Student peer review: Enhancing formative feedback with a rebuttal. Assessment & Evaluation in Higher Education, 42(5), 801-811. Liu, J., & Hansen, J. G. (2002). Peer response in second language writing classrooms. Michigan: University of Michigan Press. Lundstrom, K., & Baker, K. (2009). To give is better than to receive: The benefits of peer review to the reviewer’s own writing. Journal of Second Language Writing, 18(1), 30-43. Min, H.-T. (2006). The Effects of Trained Peer Review on EFL Students’ Revision Types and Writing Quality. Journal of Second Language Writing 15 (2): 118-141. Nash, R., & Winstone, N. (2017). Responsibility-sharing in the giving and receiving of assessment feedback. Frontiers in Psychology, 8, 1519. https://doi.org/10.3389/fpsyg.2017.01519 Nicol, D., Thomson, A., & Breslin, C. (2014). Rethinking feedback practices in higher education: A peer review perspective. Assessment & Evaluation in Higher Education, 39(1), 102-122. O’Donovan, B., Rust, C., & Price, M. (2016). A scholarly approach to solving the feedback dilemma in practice. Assessment & Evaluation in Higher Education, 41(6), 938–949. The University of Hong Kong
- 46. QUESTIONS COMMENTS The University of Hong Kong
- 48. Key Rationales for PF Involve students in dialogue around the quality of work Inform student self-evaluation Potentially timely & sustainable The University of Hong Kong
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- 50. Peer feedback trios Peer feedback trios facilitate composing and receiving more than one peer review (van den Berg, Admiraal & Pilot, 2006) The University of Hong Kong
- 51. Grading peer feedback Grading student peer reviews enhances student motivation & accountability The University of Hong Kong
- 52. ICS Variation 1. The strengths are … 2. The aspects for development are … 3. I would like feedback on … The University of Hong Kong
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Editor's Notes
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