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Conference Paper: Sustainable feedback to support the development of autonomous self-regulated learners

TitleSustainable feedback to support the development of autonomous self-regulated learners
Authors
Issue Date2013
Citation
The 15th Biennial Conference (EARLI 2013), Munich, Germany, 27-31 August 2013. In Book of Abstracts, 2013, p. 179 How to Cite?
AbstractThis conceptual presentation contributes to the theory and practice of feedback in higher education by exploring the notion of sustainable feedback. Feedback is sustainable when students are involved in dialogues in which they use feedback from self, peers or others to develop their capacities as autonomous self-regulating learners. The aim of the presentation is to analyze and exemplify the concept of sustainable feedback. The presentation traces the conceptual origins of sustainable feedback in terms of the notion of sustainable assessment (Boud, 2000) and current thinking (e.g. Nicol, 2013) that the main purpose of feedback in higher education should be to develop students’ capacities to make evaluative judgments about their own work and that of others. Classroom practices are reported which exemplify some of the potentials and challenges in implementing sustainable feedback practices. The centrality of assessment task design is a crucial parameter which is highlighted. The significance of the paper is twofold. First, it lies in its contribution to the theory of feedback in higher education through charting sustainability in feedback via links to student autonomy and self-regulation. Second, it explores practical implications for teaching, learning and assessment practice and some of the challenges which arise.
DescriptionConference Theme: Responsible Teaching and Sustainable Learning
Persistent Identifierhttp://hdl.handle.net/10722/204577

 

DC FieldValueLanguage
dc.contributor.authorCarless, DRen_US
dc.date.accessioned2014-09-20T00:04:56Z-
dc.date.available2014-09-20T00:04:56Z-
dc.date.issued2013en_US
dc.identifier.citationThe 15th Biennial Conference (EARLI 2013), Munich, Germany, 27-31 August 2013. In Book of Abstracts, 2013, p. 179en_US
dc.identifier.urihttp://hdl.handle.net/10722/204577-
dc.descriptionConference Theme: Responsible Teaching and Sustainable Learning-
dc.description.abstractThis conceptual presentation contributes to the theory and practice of feedback in higher education by exploring the notion of sustainable feedback. Feedback is sustainable when students are involved in dialogues in which they use feedback from self, peers or others to develop their capacities as autonomous self-regulating learners. The aim of the presentation is to analyze and exemplify the concept of sustainable feedback. The presentation traces the conceptual origins of sustainable feedback in terms of the notion of sustainable assessment (Boud, 2000) and current thinking (e.g. Nicol, 2013) that the main purpose of feedback in higher education should be to develop students’ capacities to make evaluative judgments about their own work and that of others. Classroom practices are reported which exemplify some of the potentials and challenges in implementing sustainable feedback practices. The centrality of assessment task design is a crucial parameter which is highlighted. The significance of the paper is twofold. First, it lies in its contribution to the theory of feedback in higher education through charting sustainability in feedback via links to student autonomy and self-regulation. Second, it explores practical implications for teaching, learning and assessment practice and some of the challenges which arise.-
dc.languageengen_US
dc.relation.ispartof15th Biennial Conference EARLI 2013 Book of Abstractsen_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleSustainable feedback to support the development of autonomous self-regulated learnersen_US
dc.typeConference_Paperen_US
dc.identifier.emailCarless, DR: dcarless@hkucc.hku.hken_US
dc.identifier.authorityCarless, DR=rp00889en_US
dc.description.naturepostprint-
dc.identifier.hkuros239476en_US
dc.identifier.spage179-
dc.identifier.epage179-

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