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Conference Paper: Developing sustainable feedback practices

TitleDeveloping sustainable feedback practices
Authors
Issue Date2010
PublisherCETL, The University of Hong Kong.
Citation
Research Seminar of Center for the Enhancement of Teaching and Learning (CETL), The University of Hong Kong, Hong Kong, 31 March 2010. How to Cite?
AbstractThe use of assessment data to support student learning is an important current focus of the undergraduate reform. Feedback is a crucial component of this goal, but within the constraints of modularized learning increasingly difficult to handle effectively. This presentation makes a case for ‘sustainable feedback’ as a contribution to the re-conceptualization of feedback processes. We make selective use of data from an ongoing TDG project, entitled Student Assessment and Feedback Enhancement (SAFE), in which we carried out in-depth semi-structured interviews with a purposive sample of award-winning teachers in the university. Examples of practices consistent with our framework for sustainable feedback are discussed. The presentation concludes by setting out some possibilities and challenges for staff and student uptake of sustainable feedback; and inviting colleagues to contribute their reactions.
Persistent Identifierhttp://hdl.handle.net/10722/134307

 

DC FieldValueLanguage
dc.contributor.authorCarless, Den_US
dc.date.accessioned2011-06-15T06:43:21Z-
dc.date.available2011-06-15T06:43:21Z-
dc.date.issued2010en_US
dc.identifier.citationResearch Seminar of Center for the Enhancement of Teaching and Learning (CETL), The University of Hong Kong, Hong Kong, 31 March 2010.en_HK
dc.identifier.urihttp://hdl.handle.net/10722/134307-
dc.description.abstractThe use of assessment data to support student learning is an important current focus of the undergraduate reform. Feedback is a crucial component of this goal, but within the constraints of modularized learning increasingly difficult to handle effectively. This presentation makes a case for ‘sustainable feedback’ as a contribution to the re-conceptualization of feedback processes. We make selective use of data from an ongoing TDG project, entitled Student Assessment and Feedback Enhancement (SAFE), in which we carried out in-depth semi-structured interviews with a purposive sample of award-winning teachers in the university. Examples of practices consistent with our framework for sustainable feedback are discussed. The presentation concludes by setting out some possibilities and challenges for staff and student uptake of sustainable feedback; and inviting colleagues to contribute their reactions.-
dc.languageengen_US
dc.publisherCETL, The University of Hong Kong.en_US
dc.relation.ispartofCETL Research Seminar 2010en_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleDeveloping sustainable feedback practicesen_US
dc.typeConference_Paperen_US
dc.identifier.emailCarless, D: dcarless@hkucc.hku.hken_US
dc.identifier.authorityCarless, D=rp00889en_US
dc.description.naturepublished_or_final_version-
dc.identifier.hkuros181157en_HK
dc.identifier.hkuros180896-
dc.publisher.placeHong Kong-
dc.description.otherResearch Seminar of Center for the Enhancement of Teaching and Learning (CETL), The University of Hong Kong, Hong Kong, 31 March 2010.-

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