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Jessica To
- PublicationEmbargoFrom error-focused to learner-centred feedback practices: Unpacking the development of teacher feedback literacyDriven by the need to build teachers' capacity to implement effective feedback, this study explored how a professional development programme fostered teacher feedback literacy in a Singapore secondary school. A learner-centred feedback design featuring peer and self-assessment was trialled in collaborative action research. Data from reflective journals, focus group interviews and feedback artifacts indicated that the programme enhanced teachers’ understanding of learner-centred feedback and their capabilities to soothe students during peer feedback production and tackle pragmatic constraints. The interweaving of experimentation and multiple reflection opportunities was crucial to nurturing teacher feedback literacy. Implications for designing professional development programmes are outlined.
Scopus© Citations 3 160 - PublicationMetadata onlyStudents’ engagement with feedback: Current understanding and future directions
This conclusion presents some closing thoughts on the key concepts discussed in the preceding chapters of this book. The book draws attention to the intricacy of students' affect, cognition, and behavior in feedback processes. It sheds light on the interplay between emotions and feedback, provides valuable insights that contribute to a more holistic and comprehensive understanding of effective feedback practices. The book demonstrates that students with achievement orientation were able to leverage unsatisfactory results to identify the aspects to be improved for examination preparation. It discusses how students experience assessment feedback. The book also suggests that by recognizing the diversity in students' receptivity to instructional feedback, teachers can tailor their feedback approaches to better meet the individual needs and preferences of their students. It reports a nested hierarchy of teachers' conceptions of feedback: directive (focus on error corrections); interactive (focus on interaction to aid students' understanding); and reflective (focus on students' introspection for academic regulation).
9 - PublicationOpen AccessA systematic review of the educational uses and effects of exemplarsThe analysis of exemplars of different quality is a potentially powerful tool in enabling students to understand assessment expectations and appreciate academic standards. Through a systematic review methodology, this paper synthesises exemplar-based research designs, exemplar implementation and the educational effects of exemplars. The review of 40 empirical exemplar-based studies indicated frequent use of post-intervention evaluation designs. The integrated use of exemplars and strategies such as rubrics, peer or self-assessment was a major pedagogic feature to enhance students’ understanding of standards and aid their generation of internal feedback for self-monitoring. There was evidence suggesting that the combined use of exemplars with these strategies could advance students’ academic performance and development of self-regulated learning. The review results set future directions for exemplar-based studies: quantitative research would benefit from controlled manipulation of variables to disentangle the effects of exemplars and those of other strategies; qualitative research could profitably use self-reflective diaries, think aloud protocols or classroom observations to develop deeper understandings of exemplar implementation. The key pedagogical implication recommends students’ production of an assignment draft prior to exposure to exemplars so that they can compare their own work with exemplars and then make improvements independently of teachers.
WOS© Citations 15Scopus© Citations 22 75 99 - PublicationOpen AccessProactive receiver roles in peer feedback dialogue: Facilitating receivers' self-regulation and co-regulating providers' learningUnderstanding the proactive roles of receivers in peer feedback processes is crucial because proactive recipience carries great potential in enhancing the effectiveness of feedback and supporting self-regulated (SRL) and co-regulated learning (CoRL). However, receiver’s proactivity has been insufficiently explored and the field lacks a clear understanding of how peer feedback receivers could aid academic self-regulation and co-regulation. This study unpacks the black box through examining different receiver roles in peer feedback dialogue and receiver-triggered SRL and CoRL behaviours in an undergraduate writing course for first-year English majors in China. Data were collected through audio-taped peer feedback dialogue, stimulated recall interviews and journals. Findings revealed a variety of increasingly active receiver roles: respondent, verifier, explicator, negotiator, seeker and generator. Assuming these roles, receivers not only regulated their own learning by self-monitoring works, evaluating the quality of received comments and co-producing feedback but also improved feedback providers’ writing and evaluative skills. The study challenges the stereotypical image of passive receivers and argues that receiver proactivity could turn peer feedback into a mutually beneficial learning activity for receivers and providers. Implications for developing receiver proactivity are discussed.
WOS© Citations 3Scopus© Citations 12 111 76 - PublicationMetadata onlyStudent-centered feedback pedagogy and implications for feedback partnerships.
Students' deep engagement with feedback is crucial for performance advancement. However, the conventional teacher-centered feedback approach restricts learner agency and their participation in feedback processes. Drawing on the data from a school-university collaboration project with two Singapore secondary schools, this chapter explores how student-centered feedback pedagogy could be developed to increase students' affective, behavioral, and cognitive engagement with feedback. Specific classroom cases are unpacked to discuss the major characteristics of student-centered feedback pedagogy and the respective roles and responsibilities of teachers and students in feedback interaction. We argue that effective student-centered feedback pedagogy is underpinned by a partner relationship between students and teachers. Implications for nurturing feedback partnerships at school are outlined.
7 - PublicationOpen AccessA systematic review of peer assessment design elements(Springer, 2023)
WOS© Citations 3Scopus© Citations 22 75 154 - PublicationMetadata onlyThe many dimensions of student engagement with instructional feedbackNumerous books have already delved into the intricacies of feedback and its impact on various academic outcomes. However, we believe that our volume holds a distinctive position within this body of work. What sets this volume apart is its foundation on an extensive program of study, providing a comprehensive understanding of feedback from diverse perspectives. Moreover, the unique context in which this research has been conducted – centered around the examination-based culture in Singapore – offers valuable insights into the complexities and nuances of feedback within this specific educational landscape. By exploring these distinct characteristics, we hope to engage readers and provide them with fresh perspectives and practical implications for feedback practices.
21 - PublicationMetadata onlyUnpacking students’ engagement with feedback: Pedagogy and partnership in practice
Learners of all levels receive a plethora of feedback messages on a daily – or even hourly – basis. Teachers, coaches, parents, peers – all have suggestions and advice on how to improve or sustain a certain level of performance.
This volume offers insights into the complexity of students’ engagement with feedback, the diversity of teachers’ feedback practices, and the influence of personal assessment beliefs in tension with prevailing contexts. It focuses on two main sections: what is students’ engagement with feedback? And what is the variety of teachers’ feedback practices? Under these themes, the content covers a broad range of key topics pertaining to instructional feedback, how it operates in a classroom and how students engage with feedback. Unarguably, feedback is a key element of successful instructional practices – however we also know that (a) learners often dread it and dismiss it and (b) the effectiveness of feedback varies depending on teacher’s and student’s characteristics, specific characteristic of feedback messages that learners receive, as well as a number of contextual variables. What this volume articulates are new ways for learners to engage with feedback beyond recipience and uptake.
With nuanced insights for research and practice, this book will be most useful to teachers, university teacher educators, and researchers working to design and enact new ways of engaging with feedback in schools and beyond
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