Proceedings of The 4th World Conference on Research in Education
Enabling Student Uptake of Feedback
In light of a new paradigm to feedback, the focus shifts from how and when instructors deliver feedback to learners’ agency on feedback. Feedback produces learning if the students are given the opportunity to use and to act on it to move forward. There is ample research on models and designs for assessment and feedback; however, there is not a one-size-fits-all model for higher education courses. Each university setting is a different case with different dynamics, different disciplines where the replicability of a model is not possible. This study used content analysis to investigate how assessment and feedback design can sustain opportunities for feedback encounters and enable student uptake of feedback using a sociocultural perspective. After exploring the process of assessment and feedback design, different agents of five blended English for Academic Purposes courses, and potential feedback encounters were mapped. An established matrix of feedback for learning was used to investigate and code the feedback encounters generated in the course. The results of the content analysis indicated satisfactory student uptake of feedback, and opportunities for potential feedback encounters before, during, and after the assessment. Additionally, the results pointed to the need for more feedforward commentaries and self-regulatory feedback.
keywords: blended learning, content analysis, course design, higher education, scaffolding.