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Feedback literacy as a key to ongoing improvement

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Feedback literacy as a key to ongoing improvement

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Feedback literacy as a key to ongoing improvement

  1. 1. Feedback literacy as a key to ongoing improvement Professor David Carless, University of Hong Kong, @CarlessDavid Bluenotes, Chicago August 6, 2019 The University of Hong Kong
  2. 2. University of Hong KongUniversity of Hong Kong World ranked 25 (QS 2020)World ranked 25 (QS 2020) The University of Hong Kong
  3. 3. Overview 1. Introducing my research program 2. Conceptualizing feedback literacy 3. Feedback for course enhancement 4. Feedback for student learning 5. Feedback & technology The University of Hong Kong
  4. 4. The University of Hong Kong Productive assessment task design Appreciating the nature of quality work Student engagement with feedback Learning-oriented assessment framework
  5. 5. Key themes • Authentic assessment • Coherent assessment task sequences • Rubrics & exemplars • Student engagement with feedback The University of Hong Kong
  6. 6. We all need people who will give us feedback. That’s how we improve. Bill Gates pic The University of Hong Kong
  7. 7. CONCEPTUALIZING FEEDBACK PROCESSES The University of Hong Kong
  8. 8. Feedback as information Information about performance or understanding (Hattie & Timperley, 2007) The University of Hong Kong
  9. 9. … in relation to a goal “Feedback is useful information about the effects of an action in light of a goal” (Wiggins, 2014) The University of Hong Kong
  10. 10. Feedback as action Learners using evidence for improvement so as to close feedback loops (Boud & Molloy, 2013) The University of Hong Kong
  11. 11. Social constructivism Action on feedback emerges through learner agency, meaning-making & co- construction The University of Hong Kong
  12. 12. Internal feedback Meta-cognitive processes deployed when working on a task The University of Hong Kong
  13. 13. Is this the best you can do? The University of Hong Kong
  14. 14. Self-adjustment Self-adjustment is the goal not just self- assessment (Wiggins, 1997) The University of Hong Kong
  15. 15. FEEDBACK LITERACY The University of Hong Kong
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  17. 17. Article impact Published online 3rd May, 2018 (open access) 17,500+ ‘reads’ – 3rd most read article in the journal 65 citations Altmetric 295 The University of Hong Kong
  18. 18. Defining feedback literacy Understandings, capacities & dispositions needed to use feedback for improvement (Carless & Boud, 2018). The University of Hong Kong
  19. 19. Learner feedback literacy The University of Hong Kong Making Judgments Appreciating Feedback Managing Affect Taking Action (Carless & Boud, 2018)
  20. 20. Learning from failure The University of Hong Kong
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  22. 22. Productive criticism Constructive feedback shows care, respect & pathways for improvement (Fong et al., 2018) The University of Hong Kong
  23. 23. The University of Hong Kong
  24. 24. FEEDBACK FOR COURSE ENHANCEMENT The University of Hong Kong
  25. 25. The challenge Too much data (feedback) comes too late for it to be acted upon The University of Hong Kong
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  27. 27. (Five) Minute paper End of class tool: What did you learn today? What are your unanswered questions? The University of Hong Kong
  28. 28. Mid-semester feedback 1. What do you like about the course so far? 2. What could be improved? 3. Any other comments The University of Hong Kong
  29. 29. Closing feedback loops (1) Teachers report back to students on how they have responded to & acted on the mid- semester feedback The University of Hong Kong
  30. 30. Closing feedback loops (2) At outset of course, explain orally and in writing how previous student feedback influenced course design The University of Hong Kong
  31. 31. DESIGNING EFFECTIVE FEEDBACK PROCESSES The University of Hong Kong
  32. 32. The University of Hong Kong DISCOUNT CODE: FLR40
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  34. 34. Feedback literacy The University of Hong Kong
  35. 35. TECHNOLOGY ENABLED FEEDBACK STRATEGIES The University of Hong Kong
  36. 36. Technology-enabled feedback Chapter 4 Literature synthesis Examples of practice Resources Questions for debate The University of Hong Kong
  37. 37. Selected strategies 1. Automated online quizzes 2. Audience response systems 3. Learning analytics The University of Hong Kong
  38. 38. Online quizzes • Quizzes with instant automated feedback • Hints rather than just correct answers (Förster et al., 2018) The University of Hong Kong
  39. 39. Audience response systems Eliciting student participation in large classes Clickers, Mentimeter, Poll Everywhere (Hunsu et al., 2016) The University of Hong Kong
  40. 40. Learning analytics & feedback Using learning analytics to scale the provision of feedback https://www.ontasklearning.org/ (Pardo et al., 2017) The University of Hong Kong
  41. 41. LA for feedback at scale Automated feedback messages based on engagement & performance in online learning activities Sent one week before mid-term exam (Pardo et al., 2017) The University of Hong Kong
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  43. 43. Implications The University of Hong Kong
  44. 44. Recommendations Manage timing of feedback processes Strive to close feedback loops Development of feedback literacy as part of continuous learning in the journey of HE The University of Hong Kong
  45. 45. References 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. (2015). Excellence in University Assessment: Learning from award-winning practice. 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 Fong, C. et al.(2018). When feedback signals failure but offers hope for improvement: A process model of constructive criticism. Thinking Skills and Creativity, 30, 42-53. Förster, M., Weiser, C., & Maur, A. (2018). How feedback provided by voluntary electronic quizzes affects learning outcomes of university students in large classes. Computers & Education, 121, 100-114. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. Hunsu, N., Adesope, O. & Bayly, D. (2016). A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect. Computers and Education, 94, 102-119. Pardo, A., Jovanovic, J., Dawson, S., Gasevic, D., & Mirriahi, N. (2017). Using learning analytics to scale the provision of personalised feedback. British Journal of Educational Technology. Wiggins, G. (1997). Feedback: How learning occurs. In Assessing Impact: Evidence and Action (pp. 31-39). Washington, DC: American Association of Higher Education. Winstone, N. & Carless, D. (2019). Designing effective feedback processes in higher education: A learning- focused approach. London: Routledge. The University of Hong Kong
  46. 46. THANK YOU The University of Hong Kong
  47. 47. The University of Hong Kong

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