This document summarizes a presentation given by Professor David Carless from the University of Hong Kong on feedback literacy as key to ongoing improvement. The presentation discusses conceptualizing feedback as information, in relation to goals, and as action for learners to improve. It defines feedback literacy and its components. It also provides examples of using feedback for course enhancement, such as mid-semester feedback and closing feedback loops, and technology-enabled feedback strategies like online quizzes and learning analytics. The presentation recommends managing timing of feedback and striving to close feedback loops to develop students' feedback literacy.

1. Feedback literacy as a key to
ongoing improvement
Professor David Carless,
University of Hong Kong,
@CarlessDavid
Bluenotes, Chicago
August 6, 2019
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2. University of Hong KongUniversity of Hong Kong
World ranked 25 (QS 2020)World ranked 25 (QS 2020)
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3. Overview
1. Introducing my research program
2. Conceptualizing feedback literacy
3. Feedback for course enhancement
4. Feedback for student learning
5. Feedback & technology
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4. The University of Hong Kong
Productive assessment
task design
Appreciating the nature of
quality work
Student engagement
with feedback
Learning-oriented assessment framework

6. Key themes
• Authentic assessment
• Coherent assessment task sequences
• Rubrics & exemplars
• Student engagement with feedback
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7. We all need people who will give us
feedback. That’s how we improve.
Bill Gates pic
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8. CONCEPTUALIZING
FEEDBACK PROCESSES
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9. Feedback as information
Information about performance or
understanding
(Hattie & Timperley, 2007)
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10. … in relation to a goal
“Feedback is useful information about the
effects of an action in light of a goal”
(Wiggins, 2014)
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11. Feedback as action
Learners using evidence for improvement
so as to close feedback loops (Boud &
Molloy, 2013)
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12. Social constructivism
Action on feedback emerges through
learner agency, meaning-making & co-
construction
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13. Internal feedback
Meta-cognitive processes deployed when
working on a task
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14. Is this the best you can do?
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15. Self-adjustment
Self-adjustment is the goal not just self-
assessment (Wiggins, 1997)
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16. FEEDBACK LITERACY
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17. The University of Hong Kong

18. Article impact
Published online 3rd May, 2018 (open access)
17,500+ ‘reads’ – 3rd
most read article in the
journal
65 citations
Altmetric 295
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19. Defining feedback literacy
Understandings, capacities & dispositions
needed to use feedback for improvement
(Carless & Boud, 2018).
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20. Learner feedback literacy
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Making
Judgments
Appreciating
Feedback
Managing
Affect
Taking Action
(Carless & Boud, 2018)

21. Learning from failure
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23. Productive criticism
Constructive feedback shows care, respect
& pathways for improvement
(Fong et al., 2018)
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25. FEEDBACK FOR COURSE
ENHANCEMENT
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26. The challenge
Too much data (feedback) comes too late
for it to be acted upon
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27. The University of Hong Kong

28. (Five) Minute paper
End of class tool:
What did you learn today?
What are your unanswered questions?
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29. Mid-semester feedback
1. What do you like about the course so far?
2. What could be improved?
3. Any other comments
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30. Closing feedback loops (1)
Teachers report back to students on how
they have responded to & acted on the mid-
semester feedback
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31. Closing feedback loops (2)
At outset of course, explain orally and in
writing how previous student feedback
influenced course design
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32. DESIGNING EFFECTIVE
FEEDBACK PROCESSES
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DISCOUNT CODE:
FLR40

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35. Feedback literacy
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36. TECHNOLOGY
ENABLED FEEDBACK
STRATEGIES
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37. Technology-enabled feedback
Chapter 4
Literature synthesis
Examples of practice
Resources
Questions for debate
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38. Selected strategies
1. Automated online quizzes
2. Audience response systems
3. Learning analytics
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39. Online quizzes
• Quizzes with instant automated feedback
• Hints rather than just correct answers
(Förster et al., 2018)
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40. Audience response systems
Eliciting student participation in large
classes
Clickers,
Mentimeter,
Poll Everywhere
(Hunsu et al., 2016)
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41. Learning analytics & feedback
Using learning analytics to
scale the provision of
feedback
https://www.ontasklearning.org/
(Pardo et al., 2017)
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42. LA for feedback at scale
Automated feedback messages based on
engagement & performance in online
learning activities
Sent one week before mid-term exam
(Pardo et al., 2017)
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44. Implications
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45. Recommendations
Manage timing of feedback processes
Strive to close feedback loops
Development of feedback literacy as part of
continuous learning in the journey of HE
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46. References
Boud, D. & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design.
Assessment & Evaluation in Higher Education, 38(6), 698-712.
Carless, D. (2015). Excellence in University Assessment: Learning from award-winning practice. London:
Routledge.
Carless, D. & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback.
Assessment & Evaluation in Higher Education, https://doi.org/10.1080/02602938.2018.1463354
Fong, C. et al.(2018). When feedback signals failure but offers hope for improvement: A process model of
constructive criticism. Thinking Skills and Creativity, 30, 42-53.
Förster, M., Weiser, C., & Maur, A. (2018). How feedback provided by voluntary electronic quizzes affects
learning outcomes of university students in large classes. Computers & Education, 121, 100-114.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Hunsu, N., Adesope, O. & Bayly, D. (2016). A meta-analysis of the effects of audience response systems
(clicker-based technologies) on cognition and affect. Computers and Education, 94, 102-119.
Pardo, A., Jovanovic, J., Dawson, S., Gasevic, D., & Mirriahi, N. (2017). Using learning analytics to scale the
provision of personalised feedback. British Journal of Educational Technology.
Wiggins, G. (1997). Feedback: How learning occurs. In Assessing Impact: Evidence and Action (pp. 31-39).
Washington, DC: American Association of Higher Education.
Winstone, N. & Carless, D. (2019). Designing effective feedback processes in higher education: A learning-
focused approach. London: Routledge.
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47. THANK YOU
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48. The University of Hong Kong