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We're now onto @CarlessDavid starting the first keynote on teacher feedback literacy - after a nice quip about feedback on driving - and his slides are available here: https://www.slideshare.net/DavidCarless1/teacher-feedback-literacy-designing-learning-environments-prospects-for-change
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#FLEPP21
David acknowledges the burgeoning literature on feedback literacy - but wonders how it plays out in practice: change is always hard. But proponents of FL do work in places where change is possible. Are we packaging our ideas appropriately? Let's find out...
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#FLEPP21
He starts outlining three key papers which have really shaped the field. Firstly, this 2010 paper by D. Royce Sadler: https://www.tandfonline.com/doi/abs/10.1080/02602930903541015
Suggests that it should have been titled beyond *teacher* feedback - with a focus on students. #FLEPP21
Suggests that it should have been titled beyond *teacher* feedback - with a focus on students. #FLEPP21
Sadler argued that task compliance, quality of work, and criteria are the three areas in which students needed to develop skills.
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#FLEPP21
Next paper: Boud & Molloy 2013 on rethinking feedback design: https://www.tandfonline.com/doi/abs/10.1080/02602938.2012.691462
Suggesting firstly that feedback should be part of curriculum design, that effects need to be seen (as opposed to 'dangling data') - and harks back to the cybernetics link.
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Suggesting firstly that feedback should be part of curriculum design, that effects need to be seen (as opposed to 'dangling data') - and harks back to the cybernetics link.
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David queries whether practitioners have bought into the definition that feedback is only feedback if it has an effect - that there still might be *ineffective feedback*.
Also a shift to feedback design.
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Also a shift to feedback design.
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Last paper David highlights is @davidjnicol's paper on the power of internal feedback: https://www.tandfonline.com/doi/full/10.1080/02602938.2020.1823314
Where natural comparison processes occur - argument is that we should focus on how students generate feedback for themselves rather than others' info
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Where natural comparison processes occur - argument is that we should focus on how students generate feedback for themselves rather than others' info
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Now three key papers on peer feedback. First, again by Nicol https://www.tandfonline.com/doi/abs/10.1080/02602938.2013.795518
Highlighted the power of generating peer feedback for others - critical thinking, applying, reflection, learning transfer
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Highlighted the power of generating peer feedback for others - critical thinking, applying, reflection, learning transfer
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David identifies the "noticing" component within peer feedback as well - while receiving fb addresses what is there, looking at others' work revealing other ways of doing a task, things that were not previously considered.
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#FLEPP21
Next paper on peer review: Harland et al 2017 https://www.tandfonline.com/doi/abs/10.1080/02602938.2016.1194368 where the design was cumulative/sustained over time, and students had to develop a rebuttal addressing peer reviews
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#FLEPP21
Another different design - audio peer feedback, in the MOOC setting by Filius et al: https://onlinelibrary.wiley.com/doi/full/10.1111/jcal.12363. Found that students understood their learning processes better, and there were benefits in viewing others' work
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#FLEPP21
So - implementing peer feedback is useful, but complex. Requires feedback literacy of both students and teachers. For peer feedback, David suggests scaffolding, coaching, understanding benefits, teachers should model it better.
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#FLEPP21
So how do we promote change for busy practitioners? David had a conversation with @phillipdawson, who pointed out there are many terminologies, designs, ways of doing things - likely confusing.
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#FLEPP21
David suggests we get together & make a 1 page guide on peer feedback
(I'd like to point to my own work at this point - on self & peer assessment - https://www.deakin.edu.au/__data/assets/pdf_file/0004/1853887/04-cradle-self-peer-assess_v2.pdf and https://www.tandfonline.com/doi/full/10.1080/07294360.2017.1405913 with @chieadachi - but clearly we haven't done a good enough job!)
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(I'd like to point to my own work at this point - on self & peer assessment - https://www.deakin.edu.au/__data/assets/pdf_file/0004/1853887/04-cradle-self-peer-assess_v2.pdf and https://www.tandfonline.com/doi/full/10.1080/07294360.2017.1405913 with @chieadachi - but clearly we haven't done a good enough job!)
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So... back to teacher feedback literacy - initial paper and definition by Carless & Winstone: https://www.tandfonline.com/doi/abs/10.1080/13562517.2020.1782372?journalCode=cthe20
But David is going further now and shares how he's trying to support these ideas with data from teachers.
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But David is going further now and shares how he's trying to support these ideas with data from teachers.
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David interviewed practitioners in Science, Law, Accounting, Education, Engineering, Medicine, about feedback practice. The one thing that kept coming up was "Questions". David also looked closely at Kennedy Kam-Ho Chan's practice - relationship building important.
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#FLEPP21
David also reckons Kennedy has "pizazz" - the different btwn v good and excellent teachers - he recounts how his own final teaching assessor asked him where his "pizazz" was - style & energy.
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#FLEPP21
So... then... how do we reconcile this with Boud & @emolloy1's suggestion that feedback is only fb when it has an effect? He argues that many things take a long time - so where can we see the effects? Aircon can react immediately but learning should be more long term.
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#FLEPP21
In Kennedy's words, feedback is a process of "students thinking about their work" - rather than anything to do with teachers in particular. But students do need to be taught about fb, how to act on fb.
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There's a design example of how this might play out in Chapter 7 of the @DocWinstone & @CarlessDavid book: https://www.taylorfrancis.com/books/designing-effective-feedback-processes-higher-education-naomi-winstone-david-carless/10.4324/9781351115940
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