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Feedback requests in ELT and
beyond
Professor David Carless,
University of Hong Kong,
@CarlessDavid
UKALTA Symposium, Learner-Centred
Approaches to Language Assessment
October 21, 2021
The University of Hong Kong
Overview
• Energizing students in feedback processes
• Feedback seeking
• Feedback literacy
• Implications & future directions
The University of Hong Kong
Applied linguistics & education
Applied linguistics is well-served when it
draws on its parent discipline of education
The University of Hong Kong
Applied linguistics
Education
Communication
research
Psychology
Sociology
Potential fault line
The University of Hong Kong
Applied linguistic
focus on written
corrective feedback
Research into
feedback in higher
education
Written corrective feedback (WCF)
Vast applied linguistics literature on WCF
The University of Hong Kong
Major problem
Students tend to be too passively positioned
in WCF processes
The University of Hong Kong
Focus on the learner
Lack of analysis of individual learner
characteristics in perceiving, processing and
applying WCF (Ferris et al. 2013)
The University of Hong Kong
LEARNING ORIENTED
ASSESSMENT IN HIGHER
EDUCATION
(Carless, 2007, 2015)
The University of Hong Kong
The University of Hong Kong
Productive assessment
design
Development of student
evaluative expertise
Development of
student
feedback literacy
Learning-oriented assessment framework
Collaboration with David Boud
The University of Hong Kong
Paradigm shift in HE feedback
From teachers delivering comments
To what learners do: feedback requests;
self-generated feedback
The University of Hong Kong
Delivery  uptake
The University of Hong Kong
Teachers produce comments
Focus on delivery
Students produce comments
Focus on uptake
(Carless, 2015; Winstone & Carless, 2019)
Social constructivist
Action on feedback is constructed through
learner agency & interaction (O’Donovan,
Rust & Price, 2016)
The University of Hong Kong
Sociocultural
Meaning-making of feedback is mediated via
activity within social and cultural contexts
(Chong, 2021; Esterhazy & Damşa, 2019)
The University of Hong Kong
Digitally mediated feedback
Modes: audio, video, screencast etc.
Need for active student involvement, follow-
up or response (Mahoney et al. 2019)
The University of Hong Kong
DEFINITIONS
The University of Hong Kong
Definition of feedback
Processes through which learners generate
performance-relevant information for
enhancement purposes
(After Boud & Molloy, 2013; Carless, 2015;
Henderson et al. 2019; & influenced by
Nicol, 2020)
The University of Hong Kong
Definition of feedback seeking
Purposely seeking information about one’s
own level of performance, interpreting it and
applying it
(Anseel et al. 2015)
The University of Hong Kong
FEEDBACK SEEKING
Rationales
Strategies
Concepts
Challenges
The University of Hong Kong
Feedback seeking at the races
• Shatin Racecourse
• Bill Littlewood
• Martin Warren (HKPolyU)
The University of Hong Kong
RATIONALES FOR FEEDBACK SEEKING
The University of Hong Kong
Direct requests (inquiry)
Promoting student agency, clarifying goals &
beginning a dialogue
The University of Hong Kong
I want feedback
on…
Feedback & emotions
Unsolicited feedback can be off-putting
Loss of control
Emotional disequilibrium
The University of Hong Kong
Key rationales
• Desire for useful information (uncertainty
reduction)
• Impression management
(e.g. Anseel et al. 2015)
The University of Hong Kong
FEEDBACK SEEKING STRATEGIES
The University of Hong Kong
Learner-driven feedback in EAP
Eliciting learner preferences for:
a) Content of feedback
b) Modes: text, e-mail or audio (Maas, 2017)
+ degree of criticality
The University of Hong Kong
Variation 1
On their assignment or draft, students
complete the following prompt:
“I would most like feedback on ….”
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Variation 2
1. The strengths are …
2. The aspects for development are …
3. I would like feedback on …
The University of Hong Kong
ELT Variation A
“I would most like to receive feedback on”
(choose one):
content and ideas;
organization;
grammar accuracy;
other (pls specify)
The University of Hong Kong
ELT Variation B
“The specific grammar item I would like
focused corrective feedback on is …”
The University of Hong Kong
Clarifying expectations orally
• Student drafts assignment
• Student liaises with teacher
• Conversation to clarify expectations
• Student revises draft
The University of Hong Kong
FEEDBACK SEEKING CONCEPTS
The University of Hong Kong
Monitoring
Monitoring (indirect inquiry)
Observing others
Making inferences from the environment
Reflective self-appraisal
The University of Hong Kong
Mindsets
Mastery vs performance goals
Mindsets & engagement with feedback
Growth mindset promotes feedback seeking
(Papi et al. 2020)
The University of Hong Kong
Cost/value trade-off
• Ego cost (negative feedback)
• Self-presentation (exposing uncertainty)
• Effort
Vs value (potential for improving
performance)
The University of Hong Kong
Characteristics of feedback seekers
High expectations /achievement (Wanberg &
Kammeyer-Mueller, 2000)
High self-esteem & self-efficacy (Anseel et
al. 2015)
Growth mindset (Papi et al. 2020)
The University of Hong Kong
Feedback seeking during the game
The University of Hong Kong
BARRIERS TO FEEDBACK SEEKING
Student
Teacher
Institutional
The University of Hong Kong
Student barriers
Those who most need it, avoid it
Worried about exposing weaknesses
Fear of being judged
Procrastination
The University of Hong Kong
Teacher barriers
• Time, motivation
• Equity & fairness
The University of Hong Kong
Institutional
Lack of relationships
Impersonal culture
Resourcing
The University of Hong Kong
Learning cultures for feedback
Trust,
Open and constructive,
Honest yet supportive
(e.g. Pitt & Carless, 2021)
Feedback friendly culture (Leenknecht et al.
2019)
The University of Hong Kong
Encouraging feedback seeking
Teasing out criteria & quality
Enabling timely feedback seeking
Creating supportive learning climates
Modelling & sharing experiences
The University of Hong Kong
WORK IN PROGRESS
The University of Hong Kong
Ongoing research 1
3 year longitudinal intervention with a single
feedback seeking undergraduate
- Transcripts of feedback seeking interactions
- Changes in feedback seeking over time
- Other monitoring strategies
(Carless & Young, in progress)
The University of Hong Kong
Stephanie’s thoughts
Seeking feedback gives me a platform to
become inspired by someone with more
expertise. It builds rapport and I can
generate more ideas about my assignment
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.
(Carless & Young, in progress)
The University of Hong Kong
Stephanie’s rationales
• To build a positive relationship
• To get to know expectations
• To confirm appropriacy of topic & argument
• Sense of reassurance
(Carless & Young, in progress)
The University of Hong Kong
Ongoing research 2
Review of empirical research on feedback
seeking strategies in higher education
(Leenknecht & Carless, in progress)
The University of Hong Kong
ASSESSMENT LITERACY
&
FEEDBACK LITERACY
The University of Hong Kong
• Yueting Xu
The University of Hong Kong
Student feedback literacy
Understandings, capacities & dispositions
needed to use feedback for improvement
(Carless & Boud, 2018)
The University of Hong Kong
Eliciting & feedback literacy
Proactive in eliciting suggestions from peers
or teachers and continuing dialogue with
them as needed (Carless & Boud, 2018)
Elicits information to improve learning
(Molloy et al. 2020)
The University of Hong Kong
The University of Hong Kong
Feedback seeking & HE
Feedback seeking & the workplace
Feedback seeking & medical education
Enhances employability
Feedback seeking in HE underexplored
(Joughin et al. 2021)
The University of Hong Kong
Capacities & feedback seeking
Provider: credible, supportive, approachable,
adding value;
Learner: well-motivated, growth mindset,
resilience ….
Context: learning culture, timing &
opportunities
The University of Hong Kong
Conclusions
The University of Hong Kong
Feedback seeking behaviors
• Bring partnership into feedback processes
• Activate students
• May reduce emotional discomfort
• Potentially reduces redundant feedback
• May streamline teacher workloads
The University of Hong Kong
Recommendations
Focus feedback processes on students’
needs & interests
Involve students actively
Stimulate mutual development of feedback
literacy
The University of Hong Kong
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.
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
Boud, D. & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment &
Evaluation in Higher Education, 38(6), 698-712.
Carless, D. (2007). Learning-oriented assessment: Conceptual basis and practical implications. Innovations in
Education and Teaching International, 44(1), 57-66.
Carless, D. (2015). Excellence in University Assessment. London: Routledge.
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.
Carless, D. & N. Winstone (2020). Teacher feedback literacy and its interplay with student feedback literacy, Teaching
in Higher Education. doi:10.1080/13562517.2020.1782372
Chong, S. W. (2021). Reconsidering student feedback literacy from an ecological perspective. Assessment &
Evaluation in Higher Education, 46(1), 92-104.
Esterhazy, R., & Damşa, C. (2019). Unpacking the feedback process: An analysis of undergraduate students’
interactional meaning-making of feedback comments. Studies in Higher Education, 44(2), 260-274.
Ferris et al. (2013). Written corrective feedback for individual L2 writers. Journal of Second Language Writing. 22, 307-
329.
Henderson, M., Ajjawi, R., Boud, D., & Molloy, E. (2019). Identifying feedback that has impact. In M. Henderson, R.
Ajjawi, D. Boud, & E. Molloy (Eds.), The impact of feedback in higher education (pp.15-34). London: Palgrave.
The University of Hong Kong
References (continued)
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.
Maas, C. (2017). Perceptions of Multimodal Learner-Driven Feedback in EAP. Writing and Pedagogy, 9(3), 487-516.
Mahoney, P., S. Macfarlane, and R. Ajjawi. (2019). A Qualitative Synthesis of Video Feedback in Higher
Education.Teaching in Higher Education 24 (2): 157-179.
Molloy, E., Boud, D., & Henderson, M. (2020). Developing a learning-centred framework for feedback literacy.
Assessment & Evaluation in Higher Education, 45(4), 527-540.
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. (2020) The power of internal feedback: Exploiting natural comparison processes. Assessment & Evaluation in
Higher Education. https://doi.org/10.1080/02602938.2020.1823314
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.
Papi et al. (2020). Feedback seeking behaviors in second language writing: motivational mechanisms. Reading and
Writing, 33, 485-505.
Pitt, E. & Carless, D. (2021). Signature feedback practices in the creative arts: Integrating feedback within the
curriculum. Assessment & Evaluation in Higher Education, https://doi.org/10.1080/02602938.2021.1980769
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.
Xu, Y., & Brown, G. T. L. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and
Teacher Education, 58, 149-162.
The University of Hong Kong
QUESTIONS
COMMENTS
The University of Hong Kong
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
(Carless & Winstone, 2020)
Student feedback literacy
The University of Hong Kong
Making
Judgments
Appreciating
Feedback
Managing
Affect
Taking Action
(Carless & Boud, 2018)
Shared responsibilities
Shared responsibilities in designing & acting
on feedback (Nash & Winstone, 2017)
The University of Hong Kong
Feedback seeking definitions
Requesting and/or identifying performance-
relevant information for enhancement
purposes
OR
Intentionally seeking information about
expectations and work in progress to
improve the quality and appropriateness of
assessed performance
The University of Hong Kong
Drawing on previous feedback
“The previous feedback that I have used to
strengthen this assignment is ….”
(Barton et al. 2016)
The University of Hong Kong
Feedback requests in ELT and beyond
The University of Hong Kong
DISCOUNT CODE:
FLR40
The University of Hong Kong

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Feedback requests in ELT and beyond

  • 1. Feedback requests in ELT and beyond Professor David Carless, University of Hong Kong, @CarlessDavid UKALTA Symposium, Learner-Centred Approaches to Language Assessment October 21, 2021 The University of Hong Kong
  • 2. Overview • Energizing students in feedback processes • Feedback seeking • Feedback literacy • Implications & future directions The University of Hong Kong
  • 3. Applied linguistics & education Applied linguistics is well-served when it draws on its parent discipline of education The University of Hong Kong Applied linguistics Education Communication research Psychology Sociology
  • 4. Potential fault line The University of Hong Kong Applied linguistic focus on written corrective feedback Research into feedback in higher education
  • 5. Written corrective feedback (WCF) Vast applied linguistics literature on WCF The University of Hong Kong
  • 6. Major problem Students tend to be too passively positioned in WCF processes The University of Hong Kong
  • 7. Focus on the learner Lack of analysis of individual learner characteristics in perceiving, processing and applying WCF (Ferris et al. 2013) The University of Hong Kong
  • 8. LEARNING ORIENTED ASSESSMENT IN HIGHER EDUCATION (Carless, 2007, 2015) The University of Hong Kong
  • 9. The University of Hong Kong Productive assessment design Development of student evaluative expertise Development of student feedback literacy Learning-oriented assessment framework
  • 10. Collaboration with David Boud The University of Hong Kong
  • 11. Paradigm shift in HE feedback From teachers delivering comments To what learners do: feedback requests; self-generated feedback The University of Hong Kong
  • 12. Delivery  uptake The University of Hong Kong Teachers produce comments Focus on delivery Students produce comments Focus on uptake (Carless, 2015; Winstone & Carless, 2019)
  • 13. Social constructivist Action on feedback is constructed through learner agency & interaction (O’Donovan, Rust & Price, 2016) The University of Hong Kong
  • 14. Sociocultural Meaning-making of feedback is mediated via activity within social and cultural contexts (Chong, 2021; Esterhazy & Damşa, 2019) The University of Hong Kong
  • 15. Digitally mediated feedback Modes: audio, video, screencast etc. Need for active student involvement, follow- up or response (Mahoney et al. 2019) The University of Hong Kong
  • 17. Definition of feedback Processes through which learners generate performance-relevant information for enhancement purposes (After Boud & Molloy, 2013; Carless, 2015; Henderson et al. 2019; & influenced by Nicol, 2020) The University of Hong Kong
  • 18. Definition of feedback seeking Purposely seeking information about one’s own level of performance, interpreting it and applying it (Anseel et al. 2015) The University of Hong Kong
  • 20. Feedback seeking at the races • Shatin Racecourse • Bill Littlewood • Martin Warren (HKPolyU) The University of Hong Kong
  • 21. RATIONALES FOR FEEDBACK SEEKING The University of Hong Kong
  • 22. Direct requests (inquiry) Promoting student agency, clarifying goals & beginning a dialogue The University of Hong Kong I want feedback on…
  • 23. Feedback & emotions Unsolicited feedback can be off-putting Loss of control Emotional disequilibrium The University of Hong Kong
  • 24. Key rationales • Desire for useful information (uncertainty reduction) • Impression management (e.g. Anseel et al. 2015) The University of Hong Kong
  • 25. FEEDBACK SEEKING STRATEGIES The University of Hong Kong
  • 26. Learner-driven feedback in EAP Eliciting learner preferences for: a) Content of feedback b) Modes: text, e-mail or audio (Maas, 2017) + degree of criticality The University of Hong Kong
  • 27. Variation 1 On their assignment or draft, students complete the following prompt: “I would most like feedback on ….” The University of Hong Kong
  • 28. Variation 2 1. The strengths are … 2. The aspects for development are … 3. I would like feedback on … The University of Hong Kong
  • 29. ELT Variation A “I would most like to receive feedback on” (choose one): content and ideas; organization; grammar accuracy; other (pls specify) The University of Hong Kong
  • 30. ELT Variation B “The specific grammar item I would like focused corrective feedback on is …” The University of Hong Kong
  • 31. Clarifying expectations orally • Student drafts assignment • Student liaises with teacher • Conversation to clarify expectations • Student revises draft The University of Hong Kong
  • 32. FEEDBACK SEEKING CONCEPTS The University of Hong Kong
  • 33. Monitoring Monitoring (indirect inquiry) Observing others Making inferences from the environment Reflective self-appraisal The University of Hong Kong
  • 34. Mindsets Mastery vs performance goals Mindsets & engagement with feedback Growth mindset promotes feedback seeking (Papi et al. 2020) The University of Hong Kong
  • 35. Cost/value trade-off • Ego cost (negative feedback) • Self-presentation (exposing uncertainty) • Effort Vs value (potential for improving performance) The University of Hong Kong
  • 36. Characteristics of feedback seekers High expectations /achievement (Wanberg & Kammeyer-Mueller, 2000) High self-esteem & self-efficacy (Anseel et al. 2015) Growth mindset (Papi et al. 2020) The University of Hong Kong
  • 37. Feedback seeking during the game The University of Hong Kong
  • 38. BARRIERS TO FEEDBACK SEEKING Student Teacher Institutional The University of Hong Kong
  • 39. Student barriers Those who most need it, avoid it Worried about exposing weaknesses Fear of being judged Procrastination The University of Hong Kong
  • 40. Teacher barriers • Time, motivation • Equity & fairness The University of Hong Kong
  • 41. Institutional Lack of relationships Impersonal culture Resourcing The University of Hong Kong
  • 42. Learning cultures for feedback Trust, Open and constructive, Honest yet supportive (e.g. Pitt & Carless, 2021) Feedback friendly culture (Leenknecht et al. 2019) The University of Hong Kong
  • 43. Encouraging feedback seeking Teasing out criteria & quality Enabling timely feedback seeking Creating supportive learning climates Modelling & sharing experiences The University of Hong Kong
  • 44. WORK IN PROGRESS The University of Hong Kong
  • 45. Ongoing research 1 3 year longitudinal intervention with a single feedback seeking undergraduate - Transcripts of feedback seeking interactions - Changes in feedback seeking over time - Other monitoring strategies (Carless & Young, in progress) The University of Hong Kong
  • 46. Stephanie’s thoughts Seeking feedback gives me a platform to become inspired by someone with more expertise. It builds rapport and I can generate more ideas about my assignment 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. (Carless & Young, in progress) The University of Hong Kong
  • 47. Stephanie’s rationales • To build a positive relationship • To get to know expectations • To confirm appropriacy of topic & argument • Sense of reassurance (Carless & Young, in progress) The University of Hong Kong
  • 48. Ongoing research 2 Review of empirical research on feedback seeking strategies in higher education (Leenknecht & Carless, in progress) The University of Hong Kong
  • 50. • Yueting Xu The University of Hong Kong
  • 51. Student feedback literacy Understandings, capacities & dispositions needed to use feedback for improvement (Carless & Boud, 2018) The University of Hong Kong
  • 52. Eliciting & feedback literacy Proactive in eliciting suggestions from peers or teachers and continuing dialogue with them as needed (Carless & Boud, 2018) Elicits information to improve learning (Molloy et al. 2020) The University of Hong Kong
  • 53. The University of Hong Kong
  • 54. Feedback seeking & HE Feedback seeking & the workplace Feedback seeking & medical education Enhances employability Feedback seeking in HE underexplored (Joughin et al. 2021) The University of Hong Kong
  • 55. Capacities & feedback seeking Provider: credible, supportive, approachable, adding value; Learner: well-motivated, growth mindset, resilience …. Context: learning culture, timing & opportunities The University of Hong Kong
  • 57. Feedback seeking behaviors • Bring partnership into feedback processes • Activate students • May reduce emotional discomfort • Potentially reduces redundant feedback • May streamline teacher workloads The University of Hong Kong
  • 58. Recommendations Focus feedback processes on students’ needs & interests Involve students actively Stimulate mutual development of feedback literacy The University of Hong Kong
  • 59. 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. 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 Boud, D. & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698-712. Carless, D. (2007). Learning-oriented assessment: Conceptual basis and practical implications. Innovations in Education and Teaching International, 44(1), 57-66. Carless, D. (2015). Excellence in University Assessment. London: Routledge. 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. Carless, D. & N. Winstone (2020). Teacher feedback literacy and its interplay with student feedback literacy, Teaching in Higher Education. doi:10.1080/13562517.2020.1782372 Chong, S. W. (2021). Reconsidering student feedback literacy from an ecological perspective. Assessment & Evaluation in Higher Education, 46(1), 92-104. Esterhazy, R., & Damşa, C. (2019). Unpacking the feedback process: An analysis of undergraduate students’ interactional meaning-making of feedback comments. Studies in Higher Education, 44(2), 260-274. Ferris et al. (2013). Written corrective feedback for individual L2 writers. Journal of Second Language Writing. 22, 307- 329. Henderson, M., Ajjawi, R., Boud, D., & Molloy, E. (2019). Identifying feedback that has impact. In M. Henderson, R. Ajjawi, D. Boud, & E. Molloy (Eds.), The impact of feedback in higher education (pp.15-34). London: Palgrave. The University of Hong Kong
  • 60. References (continued) 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. Maas, C. (2017). Perceptions of Multimodal Learner-Driven Feedback in EAP. Writing and Pedagogy, 9(3), 487-516. Mahoney, P., S. Macfarlane, and R. Ajjawi. (2019). A Qualitative Synthesis of Video Feedback in Higher Education.Teaching in Higher Education 24 (2): 157-179. Molloy, E., Boud, D., & Henderson, M. (2020). Developing a learning-centred framework for feedback literacy. Assessment & Evaluation in Higher Education, 45(4), 527-540. 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. (2020) The power of internal feedback: Exploiting natural comparison processes. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2020.1823314 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. Papi et al. (2020). Feedback seeking behaviors in second language writing: motivational mechanisms. Reading and Writing, 33, 485-505. Pitt, E. & Carless, D. (2021). Signature feedback practices in the creative arts: Integrating feedback within the curriculum. Assessment & Evaluation in Higher Education, https://doi.org/10.1080/02602938.2021.1980769 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. Xu, Y., & Brown, G. T. L. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58, 149-162. The University of Hong Kong
  • 62. 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
  • 64. Student feedback literacy The University of Hong Kong Making Judgments Appreciating Feedback Managing Affect Taking Action (Carless & Boud, 2018)
  • 65. Shared responsibilities Shared responsibilities in designing & acting on feedback (Nash & Winstone, 2017) The University of Hong Kong
  • 66. Feedback seeking definitions Requesting and/or identifying performance- relevant information for enhancement purposes OR Intentionally seeking information about expectations and work in progress to improve the quality and appropriateness of assessed performance The University of Hong Kong
  • 67. Drawing on previous feedback “The previous feedback that I have used to strengthen this assignment is ….” (Barton et al. 2016) The University of Hong Kong
  • 69. The University of Hong Kong DISCOUNT CODE: FLR40
  • 70. The University of Hong Kong