Developing feedback as dialogue
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Developing feedback as dialogue
David Carless
University of Hong Kong
June 2015
The University of Hong Kong
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Overview
1. Introduction to my research
2. Feedback as part of a bigger picture
3. Feedback as dialogue
4. Issues & Implications
The University of Hong Kong
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Aim of paper
To explore possibilities for a more dialogic approach to feedback processes
The University of Hong Kong
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INTRODUCING MY RESEARCH INTO FEEDBACK
The University of Hong Kong
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Differing perceptions
Study 1. Questionnaire data from 460 staff & 1740 students
+ qualitative data from BEd Students
Key finding: Differing perceptions of staff & students towards feedback (Carless, 2006)
The University of Hong Kong
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Sustainable feedback
Study 2. Interviews with 10 award-winning teachers from 10 different Faculties
Key finding. Conventional & sustainable feedback orientations (Carless et al. 2011)
The University of Hong Kong
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Dialogic feedback in practice
Study 3. Follow-up case study of a Business teacher
Key finding. Classroom evidence of dialogic feedback; supported by trust (Carless, 2013)
The University of Hong Kong
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Exploring assessment practice
Study 4. Multiple disciplines.
Award-winning teachers
Analyzing learning-oriented assessment in Architecture, History, Law, Geology & Business (Carless, 2015)
The University of Hong Kong
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The University of Hong Kong
Productive assessment task design
Understanding quality in the discipline
Student engagement with feedback
Learning-oriented assessment framework
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SITUATING FEEDBACK
The University of Hong Kong
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Bigger pictureFeedback as assessment design issue
Feedback as a pedagogical issue
Feedback as a relational issue
The University of Hong Kong
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What does ‘feedback’ mean?
As entering into
dialogues around student work
The University of Hong Kong
As comments …
Providing information about performance
AND/OR
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My definition of feedback
“A dialogic process in which learners make sense of information from varied sources and use it to enhance the quality of their work or learning strategies”.
Carless (2015, p.192) building on Boud & Molloy (2013)
The University of Hong Kong
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The University of Hong Kong
Old paradigm New paradigm
Feedback as monologic information transfer
Feedback as dialogic interaction
Conventional feedback
Sustainable feedback
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Key aim of feedback
To enhance student ability to self-monitor their work in progress
The University of Hong Kong
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FEEDBACK AS DIALOGUE
The University of Hong Kong
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Dialogic feedback principles
• Process rather than product
• Negotiation & clarification
• Leading to action or reflection
• Peers as active source of feedback
• Inner dialogue, internal feedback
The University of Hong Kong
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Dialogic feedback in practice
1. Teacher-facilitated dialogic feedback
2. Technology-facilitated dialogic feedback
3. Peer feedback and internal feedback
(Nicol, 2010)
The University of Hong Kong
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Assessment dialogues
Discussing assessment processes to help students understand rules of the game (Carless, 2006)
The University of Hong Kong
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Analyzing exemplars
Learning to apply criteria; make judgments about samples; & suggest how they can be improved (e.g. Hendry et al., 2011)
The University of Hong Kong
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Exemplars & feedback
Analysis of exemplars can support students in decoding teacher feedback (Handley & Williams 2011; To & Carless, 2015)
The University of Hong Kong
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Connoisseurship
Dialogue around exemplars can support students in developing a nose for quality
The University of Hong Kong
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Encouragement or critique?
Honest but constructive feedback
The University of Hong Kong
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TECHNOLOGY
ENHANCED FEEDBACK
STRATEGIES
The University of Hong Kong
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Two common strategies
Learning Management Systems
Use of clickers, EVS
The University of Hong Kong
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Use of Facebook
More attractive to students than Moodle (Deng & Tavares, 2013)
History students uploaded drafts of work in progress & received peer feedback (Carless, 2015)
The University of Hong Kong
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Assessed blog
Business case: participation grade (30-40%) including class & blog contribution
“Having a grading allocation … gives some life to the blog” (Carless, 2015, p. 124)
Integrate online discussion with classroom activities
The University of Hong Kong
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Non-assessed blog
Real Estate and Construction
“Students will treasure feedback if it addresses their needs and interests”
(Carless, 2015, p. 205)
The University of Hong Kong
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Audio feedback
Providing recorded verbal commentary (instead of written feedback?)
The University of Hong Kong
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STUDENT ROLE IN SEEKING, GENERATING & USING FEEDBACK
The University of Hong Kong
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Peer learning
Group projects as site for peer learning
The University of Hong Kong
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Peer feedback
Potentially more plentiful …
But peers often viewed as lacking expertise
The University of Hong Kong
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To give is better than to receive
Providing feedback more cognitively engaging
(e.g. Nicol et al., 2014)
The University of Hong Kong
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Using peer feedback
Students better at giving peer feedback than using ‘good’ peer feedback
Students need support in how to use feedback
(Walker, 2015)
The University of Hong Kong
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Sustainable feedback
Enhancing student role to generate & use feedback (Carless et al., 2011; Hounsell, 2007)
The University of Hong Kong
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Sustainable feedback
‘High-value’ feedback with impact beyond immediate task
Guidance & feedback within learning activities (Hounsell, 2007; Hounsell et al. 2008)
The University of Hong Kong
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SELECTED FEEDBACK ISSUES AND CHALLENGES
The University of Hong Kong
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Dialogic feedback: barriers
Might sound implausible e.g. large classes
Relationships and trust
Catering for varied learners
The University of Hong Kong
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Confusion over purposes
Student & staff confusions over purposes of feedback and what it can achieve (Price et al., 2010)
The University of Hong Kong
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Failing to connect
Difficulties for lower achievers to make sense of feedback (Orsmond & Merry, 2013)
The University of Hong Kong
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Implications
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Closing feedback loops
It’s only feedback if students take some action
The University of Hong Kong
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Feedback literacy
Teachers need to help students understand purposes of feedback & how they can use it
The University of Hong Kong
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Policy implication
Need for further development in the assessment (for learning) literacy of university teachers (cf. Price et al., 2012)
The University of Hong Kong
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Care and trust
Feedback is a social and relational act:
Care (Sutton, 2012)
Trust (Carless, 2009, 2013)
The University of Hong Kong
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Good feedback practice
Integration of feedback, task design & student self-evaluation;
Timely dialogues around student work: in-class, online or peer feedback;
Development of student self-regulation within sustainable feedback
The University of Hong Kong
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Ongoing research
1. Dialogic use of exemplars
2. Longitudinal study of how students process & use feedback
The University of Hong Kong
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THANK YOU
The University of Hong Kong
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Theoretical underpinnings?
Dialogic pedagogy?
Academic literacies?
Social justice?
Bakhtin, Ron Barnett, Martin Buber, Nicholas Burbules, Freire, Rommetweit, Socrates?
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Shifts in priorities
The University of Hong Kong
Increase Decrease
In-class dialogic feedback within module time
Unidirectional comments after completion of module
Written feedback comments on first assessment task of module
Written feedback comments on final task of module
Feedback for first year students
Feedback for final year students
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Sustainable feedback defined
“Active student participation in dialogic activities in which students generate and use feedback from peers, self or others as part of an ongoing process of developing capacities as autonomous self-regulating learners” (Carless, 2013b)
The University of Hong Kong
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Audio feedback: pros
• Viewed positively by students (Lunt & Curran, 2010)
• Shows concern; permits nuanced feedback or detail (Savin-Baden, 2010)
• May resemble a dialogue (Nicol, 2010)
The University of Hong Kong
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Audio feedback: cons
• ‘Moderate’ impact on student learning (Gould & Day, 2013)
• Undesirable if replacing face-to-face interaction (Lunt & Curran, 2010)
• Workload? (Hennessy & Forester, 2014)
The University of Hong Kong
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The University of Hong Kong