Enacting feedback utilization from a task-specific perspective

Ricky C K LAM*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

5 Citations (Scopus)

Abstract

Feedback is central to successful teaching and learning. Despite extensive research on the relationship between feedback, pedagogy and learning, there remain no conclusive answers as to how feedback can be effectively utilized by learners. Recently, there is emerging research exploring how feedback is conceptualized as dialogic processes to facilitate provision and uptake of feedback; and how feedback utilization is best supported by learner active involvement in the iterative feedback process for future learning. Drawn from this knowledge base, this article aims to review four aspects of feedback scholarship including nature, paradigms, issues and trends which serve as a theoretical basis, together with instructors’ interviews, to inform how five common assessment tasks in one social sciences faculty could be strategically revamped to promote feedback utilization. The article concludes with pedagogical insights to suggest three conditions wherein feedback could be made sustainable to support learning through a redesigning of conventional assessment tasks in the higher education contexts.

Original languageEnglish
Pages (from-to)266-282
Number of pages17
JournalCurriculum Journal
Volume28
Issue number2
DOIs
Publication statusPublished - 3 Apr 2017

Scopus Subject Areas

  • Education

User-Defined Keywords

  • assessment tasks
  • Feedback
  • feedback utilization
  • higher education
  • socio-constructivist paradigm

Fingerprint

Dive into the research topics of 'Enacting feedback utilization from a task-specific perspective'. Together they form a unique fingerprint.

Cite this