Developing staff and student feedback literacy in partnership
Professor David Carless, Faculty of Education, The University of Hong Kong
Feedback processes should be designed to promote student uptake of feedback. This goal implies that both teachers and students need feedback literacy. Teachers need to design assessment and feedback sequences which promote student capacities in generating and using feedback. Students need the skills and dispositions to make the most of the feedback possibilities that are available.
In this Masterclass, we will consider the different capacities that teachers and students require to be feedback literate and how they might develop them further. We will discuss how teachers and students could work in partnership to narrow different perceptions of feedback. We will analyze the potential of programme-based approaches in enabling staff and student feedback literacy over the longer-term. Emphasis will be placed on feedback strategies that do not increase teacher workloads and are applicable with large classes.
Professor David Carless works in the Faculty of Education, University of Hong Kong. His current research is focused on students’ experiences of feedback in different disciplines. He is co-authoring with Naomi Winstone a book for Routledge provisionally titled, Designing for Student Uptake of Feedback. He is a Principal Fellow of the Higher Education Academy. He tweets about feedback research @CarlessDavid.
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