TY - GEN

T1 - Self-directed resource comparisons within an ‘open access’ feedback environment

AU - Wood, James

PY - 2024/6/26

Y1 - 2024/6/26

N2 - Recent scholarship emphasises self-generation of feedback within the concept of feedback literacy to avoid bottlenecks as students wait for others’ feedback.Technology can help by opening access to various level-appropriate resources which can be used as ‘comparators’ for self-generated feedback such as peers’work-in-progress, uptake strategies and teacher feedback. This study investigated learner orchestration of self-generated feedback opportunities in a Google Drive/Classroom mediated feedback environment and analysed reflective writing, surveys, (N=40) and interviews (N=30) from advanced research writing classes at a South Korean university from 2018-2022. Students used the technology-mediated environment to generate feedback from peers’ work, uptake strategies and teacher feedback and used it to calibrate understanding of standards and set actionable goals. Comparisons with exemplars/peers’ work supported global improvements while peer feedback drove improvements beyond conscious awareness. Peer/teacher feedback acted as an effective proxy for teacher direction. Implications for workload-sustainable formative assessment will be discussed.

AB - Recent scholarship emphasises self-generation of feedback within the concept of feedback literacy to avoid bottlenecks as students wait for others’ feedback.Technology can help by opening access to various level-appropriate resources which can be used as ‘comparators’ for self-generated feedback such as peers’work-in-progress, uptake strategies and teacher feedback. This study investigated learner orchestration of self-generated feedback opportunities in a Google Drive/Classroom mediated feedback environment and analysed reflective writing, surveys, (N=40) and interviews (N=30) from advanced research writing classes at a South Korean university from 2018-2022. Students used the technology-mediated environment to generate feedback from peers’ work, uptake strategies and teacher feedback and used it to calibrate understanding of standards and set actionable goals. Comparisons with exemplars/peers’ work supported global improvements while peer feedback drove improvements beyond conscious awareness. Peer/teacher feedback acted as an effective proxy for teacher direction. Implications for workload-sustainable formative assessment will be discussed.

UR - https://www.earli.org/sig-1-conference-2024-conference-programme

M3 - Conference contribution

BT - EARLI Sig 1 Conference Barcelona

T2 - Earli Sig 1

Y2 - 26 June 2024 through 28 June 2024

ER -