Enacting feedback utilization from a task-specific perspective

Ricky C K Lam*

*Corresponding author for this work

    Research output: Contribution to journalJournal articlepeer-review

    16 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
    Early online date3 Apr 2017
    DOIs
    Publication statusPublished - Jun 2017

    Scopus Subject Areas

    • Education

    User-Defined Keywords

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

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