How to Add Existing Field in One2Many Tree View in Odoo 17
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
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
9. The University of Hong Kong
Productive assessment
design
Development of student
evaluative expertise
Development of
student
feedback literacy
Learning-oriented assessment framework
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
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
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
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
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
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
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
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
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
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