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ERIC Number: EJ1141653
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0958-5176
EISSN: N/A
Enacting Feedback Utilization from a Task-Specific Perspective
Lam, Ricky
Curriculum Journal, v28 n2 p266-282 2017
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.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A