Generative AI as a feedback source: students’ automated feedback literacies
Professor Faculty of Education, University of Hong Kong and Visiting Professor, Surrey Institute of Education, University of Surrey
This session discusses ongoing research into students’ automated feedback literacies for productive use of generative AI as a feedback source. Automated feedback literacies represent students’ capacities to use generative AI productively for feedback purposes. An assumption is that students’ feedback literacies in relation to non-human versus human sources may evidence both similarities and differences. The research methodology involves triangulated processes involving think aloud, artefacts (outputs of interactions with generative AI and students’ own work-in-progress informed by generative AI) and stimulated recall. Informants are undergraduates from the disciplines of Education, Medicine and Science. The overall goal of the research is to develop a competency framework describing, classifying and evaluating students’ automated feedback literacies. Participants will take away insights into undergraduate student engagement with generative AI and practical strategies for implementing their own assessment and feedback designs.
Biography
David Carless works as a Professor at the Faculty of Education, University of Hong Kong and is also Visiting Professor, Surrey Institute of Education, University of Surrey. He was the winner of a University Outstanding Teaching Award in 2016. His books include Designing effective feedback processes in higher education: A learning-focused approach, by Winstone and Carless, 2019; and Excellence in University Assessment, 2015, both published by Routledge. He also tweets about feedback research and practice @CarlessDavid. The latest details of his work are on his website: https://davidcarless.edu.hku.hk/.
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