Reconsidering student feedback literacy from an ecological perspective

Assessment and Evaluation in Higher Education

Volumn 46, Issue 1, 2021, Pages 92-104

  Chong, Sin Wang ^a,b  

^a QUEEN'S UNIVERSITY BELFAST   (United Kingdom)

^b THE EDUCATION UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

agency; ecological perspective; Feedback; feedback literacy; sociocultural theory

Indexed keywords

EID: 85080089960     PISSN: 02602938     EISSN: 1469297X     Source Type: Journal    
DOI: 10.1080/02602938.2020.1730765     Document Type: Article

References (81)

1. Ajjawi, R., and G., Regehr. 2019. “When I Say … Feedback.” Medical Education 53 (7): 652–654. doi:10.1111/medu.13746.
2. Allwright, D., 2014. Observation in the Language Classroom. New York: Routledge.
3. Beaumont, C., M., O’Doherty, and L., Shannon. 2011. “Reconceptualising Assessment Feedback: A Key to Improving Student Learning?” Studies in Higher Education 36 (6): 671–687. doi:10.1080/03075071003731135.
4. Biesta, G. J. J., and M., Tedder. 2007. “Agency and Learning in the Lifecourse: Towards an Ecological Perspective.” Studies in the Education of Adults 39 (2): 132–149. doi:10.1080/02660830.2007.11661545.
5. Boud, D., and E., Molloy. 2013. “Rethinking Models of Feedback for Learning: The Challenge of Design.” Assessment & Evaluation in Higher Education 38 (6): 698–712. doi:10.1080/02602938.2012.691462.
6. Burke, D., 2009. “Strategies for Using Feedback Students Bring to Higher Education.” Assessment & Evaluation in Higher Education 34: 41–50. doi:10.1080/02602930801895711.
7. Carless, D., 2006. “Differing Perceptions in the Feedback Process.” Studies in Higher Education 31 (2): 219–233. doi:10.1080/03075070600572132.
8. Carless, D., 2009. “Trust, Distrust and Their Impact on Assessment Reform.” Assessment & Evaluation in Higher Education 34 (1): 79–89.
9. Carless, D., 2015. Excellence in University Assessment: Learning from Award-Winning Practice. London: Routledge.
10. Carless, D., 2019. “Feedback Loops and the Longer-Term: Towards Feedback Spirals.” Assessment & Evaluation in Higher Education 44 (5): 705–714.
11. Carless, D., and D., Boud. 2018. “The Development of Student Feedback Literacy: Enabling Uptake of Feedback.” Assessment & Evaluation in Higher Education 43 (8): 1315–1325.
12. Carless, D., and K. K. H., Chan. 2017. “Managing Dialogic Use of Exemplars.” Assessment & Evaluation in Higher Education 42 (6): 930–941. doi:10.1080/02602938.2016.1211246.
13. Carless, D., D., Salter, M., Yang, and J., Lam. 2011. “Developing Sustainable Feedback Practices.” Studies in Higher Education 36 (4): 395–407.
14. Chong, S. W., 2018. “Interpersonal Aspect of Written Feedback: A Community College Students’ Perspective.” Research in Post-Compulsory Education 23 (4): 499–519. doi:10.1080/13596748.2018.1526906.
15. Chong, S. W., 2019a. “The Use of Exemplars in English Writing Classrooms: From Theory to Practice.” Assessment & Evaluation in Higher Education 44 (5): 748–763. doi:10.1080/02602938.2018.1535051.
16. Chong, S. W., 2019b. “College Students’ Perception of e-Feedback: A Grounded Theory Perspective.” Assessment & Evaluation in Higher Education 44 (7): 1090–1105.
17. Cowan, J., 2010. “Developing the Ability for Making Evaluative Judgements.” Teaching in Higher Education 15 (3): 323–334. doi:10.1080/13562510903560036.
18. Dann, R., 2019. “Feedback as a Relational Concept in the Classroom.” The Curriculum Journal 30 (4): 352–374.
19. Dawson, P., 2017. “Assessment Rubrics: Towards Clearer and More Replicable Design, Research and Practice.” Assessment & Evaluation in Higher Education 42 (3): 347–360. doi:10.1080/02602938.2015.1111294.
20. Eriksson, K., J., Lindvall, O., Helenius, and A., Ryve. 2020. “Cultural Variation in the Effectiveness of Feedback on Students’ Mistakes.” Frontiers in Psychology 10 (3053): 1–13.
21. Evans, C., 2013. “Making Sense of Assessment Feedback in Higher Education.” Review of Educational Research 83 (1): 70–120. doi:10.3102/0034654312474350.
22. Feuerstein, R., Y., Rand, and J., Rynders. 1988. Don’t Accept Me as I Am. New York: Plenum.
23. Forsythe, A., and S., Johnson. 2017. “Thanks, but No-Thanks for the Feedback.” Assessment & Evaluation in Higher Education 42 (6): 850–859. doi:10.1080/02602938.2016.1202190.
24. Fulcher, G., 2012. “Assessment Literacy for the Language Classroom.” Language Assessment Quarterly 9 (2): 113–132.
25. Gamlem, S. M., and K., Smith. 2013. “Student Perceptions of Classroom Feedback.” Assessment in Education: Principles, Policy & Practice 20 (2): 150–169. doi:10.1080/0969594X.2012.749212.
26. Gibbs, G., 2006. “How Assessment Frames Student Learning.” In Innovative Assessment in Higher Education, edited by C., Bryan and K., Clegg, 23–36. London: Routledge.
27. Gibbs, G., and C., Simpson. 2005. “Conditions under Which Assessment Supports Students’ Learning.” Learning and Teaching in Higher Education 1: 3–31.
28. Halliday, A., and M., Glaser. 2011. “A Management Perspective on Social Ecological Systems: A Generic System Model and Its Application to a Case Study from Peru.” Human Ecology Review 18 (1): 1–18.
29. Han, Y., 2019. “Written Corrective Feedback from an Ecological Perspective: The Interaction between the Context and Individual Learners.” System 80: 288–303. doi:10.1016/j.system.2018.12.009.
30. Han, Y., and F., Hyland. 2015. “Exploring Learner Engagement with Written Corrective Feedback in a Chinese Tertiary EFL Classroom.” Journal of Second Language Writing 30: 31–44.
31. Han, Y., and F., Hyland. 2019. “Learner Engagement with Written Feedback: A Sociocognitive Perspective.” In Feedback in Second Language Writing: Contexts and Issues, edited by K., Hyland and F., Hyland. 2nd ed., 247–264. Cambridge, UK: Cambridge University Press.
32. Hattie, J., and H., Timperley. 2007. “The Power of Feedback.” Review of Educational Research 77 (1): 81–112.
33. Hounsell, D., 2007. “Towards More Sustainable Feedback to Students.” In Rethinking Assessment in Higher Education, edited by N., Falchikov and D., Boud, 101–113. London: Routledge.
34. Hu, G., 2019. “Culture and Peer Feedback.” In Feedback in Second Language Writing: Contexts and Issues, edited by K., Hyland & F., Hyland. 2nd ed., 45–63. Cambridge, UK: Cambridge University Press.
35. Hyland, F., and K., Hyland. 2001. “Sugaring the Pill: Praise and Criticism in Written Feedback.” Journal of Second Language Writing 10 (3): 185–212.
36. Hyland, K., and F., Hyland. 2006. Feedback in Second Language Writing: Contexts and Issues. Cambridge, UK: Cambridge University Press.
37. Hyland, K., and F., Hyland. 2019. Feedback in Second Language Writing: Contexts and Issues. 2nd ed. Cambridge, UK: Cambridge University Press.
38. Kim, Y., 2008. “The Contribution of Collaborative and Individual Tasks to the Acquisition of L2 Vocabulary.” The Modern Language Journal 92 (1): 114–130. doi:10.1111/j.1540-4781.2008.00690.x.
39. Kramsch, C., 2008. “Ecological Perspectives on Foreign Language Education.” Language Teaching 41 (3): 389–408. doi:10.1017/S0261444808005065.
40. Lea, M. R., and B. V., Street. 1998. “Student Writing in Higher Education: An Academic Literacies Approach.” Studies in Higher Education 23 (2): 157–172. doi:10.1080/03075079812331380364.
41. Lea, M. R., and B. V., Street. 2006. “The “Academic Literacies” Model: Theory and Applications.” Theory into Practice 45 (4): 368–377.
42. Lee, G., and D. L., Schallert. 2008. “Meeting in the Margins: Effects of the Teacher- Student Relationship on Revision Processes of EFL College Students Taking a Composition Course.” Journal of Second Language Writing 17 (3): 165–182. doi:10.1016/j.jslw.2007.11.002.
43. McConlogue, T., 2012. “But is It Fair? Developing Students’ Understanding of Grading Complex Written Work through Peer Assessment.” Assessment & Evaluation in Higher Education 37 (1): 113–123.
44. McLean, A. J., C. H., Bond, and H. D., Nicholson. 2015. “An Anatomy of Feedback: A Phenomenographic Investigation of Undergraduate Students’ Conceptions of Feedback.” Studies in Higher Education 40 (5): 921–932.
45. Molloy, E., F., Borrell-Carrió, and R., Epstein. 2013. “The Impact of Emotions in Feedback.” In Reconceptualising Feedback in Higher Education, edited by S., Merry, M., Price, D., Carless, and M., Taras, 50–71. London: Routledge.
46. Molloy, E., and D., Boud. 2013. “Changing Conceptions of Feedback.” In Feedback in Higher and Professional Education: Understanding It and Doing It Well, edited by D., Boud and E., Molloy, 11–33. London: Routledge.
47. Nicol, D., 2010. “From Monologue to Dialogue: Improving Written Feedback Processes in Mass Higher Education.” Assessment & Evaluation in Higher Education 35 (5): 501–517.
48. Nicol, D., A., Thomson, and C., Breslin. 2014. “Rethinking Feedback Practices in Higher Education: A Peer Review Perspective.” Assessment & Evaluation in Higher Education 39 (1): 102–122.
49. Office for Students. 2019. National Student Survey–NSS. https://www.officeforstudents.org.uk/advice-and-guidance/student-information-and-data/national-student-survey-nss/
50. Price, M., K., Handley, and J., Millar. 2011. “Feedback: Focusing Attention on Engagement.” Studies in Higher Education 36 (8): 879–896.
51. Price, M., C., Rust, B., O’Donovan, K., Handley, and R., Bryant. 2012. Assessment Literacy: The Foundation for Improving Student Learning. Oxford: Oxford Centre for Staff and Learning Development.
52. Priestley, M., G., Biesta, and S., Robinson. 2015. Teacher Agency: An Ecological Approach. London, UK: Bloomsbury (e-book).
53. Quality Indicators for Learning and Teaching. 2019. 2018 Student experience survey. Retrieved from https://www.qilt.edu.au/docs/default-source/ses/ses2018/2018-ses-national-report75e58791b1e86477b58fff00006709da.pdf?sfvrsn=d733e33c_4
54. Rae, A. M., and D. K., Cochrane. 2008. “Listening to Students, How to Make Written Assessment Feedback Useful.” Active Learning in Higher Education 9 (3): 217–230.
55. Rand, J., 2017. “Misunderstandings and Mismatches: The Collective Disillusionment of Written Summative Assessment Feedback.” Research in Education 97 (1): 33–48.
56. Rust, C., B., O’Donovan, and M., Price. 2005. “A Social Constructivist Assessment Process Model: How the Research Literature Shows Us This Could Be Best Practice.” Assessment & Evaluation in Higher Education 30 (3): 231–240. doi:10.1080/02602930500063819.
57. Sadler, D. R., 1989. “Formative Assessment and the Design of Instructional Systems.” Instructional Science 18 (2): 119–144.
58. Shintani, N., and R., Ellis. 2015. “Does Language Analytical Ability Mediate the Effect of Written Feedback on Grammatical Accuracy in Second Language Writing?” System 49: 110–119.
59. Sinclair, H. K., and J. A., Cleland. 2007. “Undergraduate Medical Students: Who Seeks Formative Feedback?” Medical Education 41 (6): 580–582. doi:10.1111/j.1365-2923.2007.02768.x.
60. Sommers, N., 1980. “Revision Strategies of Student Writers and Experienced Adult Writers.” College Composition and Communication 31 (4): 378–388. doi:10.2307/356588.
61. Sridharan, B., J., Tai, and D., Boud. 2019. “Does the Use of Summative Peer Assessment in Collaborative Group Work Inhibit Good Judgement?” Higher Education 77 (5): 853–870. doi:10.1007/s10734-018-0305-7.
62. Stiggins, R. J., 1991. “Assessment Literacy.” Ph Delta Kappan 72 (7): 534–539.
63. Stiggins, R. J., 1997. Student-Centered Classroom Assessment. Columbus, OH: Merrill Education.
64. Storch, N., 2018. “Written Corrective Feedback from Sociocultural Theoretical Perspectives: A Research Agenda.” Language Teaching 51 (2): 262–277. doi:10.1017/S0261444818000034.
65. Storch, N., and G., Wigglesworth. 2007. “Writing Tasks: The Effects of Collaboration.” In Investigating Tasks in Formal Language Learning, edited by M. P., García Mayo, 157–177. Clevedon, UK: Multilingual Matters.
66. Sutton, P., 2012. “Conceptualizing Feedback Literacy: Knowing, Being, and Acting.” Innovations in Education and Teaching International 49 (1): 31–40.
67. Swain, M., 2006. “Languaging, Agency and Collaboration in Advanced Second Language Learning.” In Advanced Language Learning: The Contributions of Halliday and Vygotsky, edited by H., Byrnes, 95–108. London, UK: Continuum.
68. Swain, M., P., Kinnear, and L., Steinman. 2015. Sociocultural Theory in Second Language Education: An Introduction through Narratives. 2nd ed. Bristol, UK: Multilingual Matters.
69. Swain, M., and Y., Watanabe. 2013. “Languaging: Collaborative Dialogue as a Source of Second Language Learning.” In The Encyclopaedia of Applied Linguistics, edited by C. A., Chapelle, 1–8. Bhoboken, NJ: lackwell Publishing Ltd.
70. Tai, J., R., Ajjawi, D., Boud, P., Dawson, and E., Panadero. 2018. “Developing Evaluative Judgement: Enabling Students to Make Decisions about the Quality of Work.” Higher Education 76 (3): 467–481.
71. Tan, K. H. K., 2004. “Does Student Self-Assessment Empower or Discipline Students?” Assessment & Evaluation in Higher Education 29 (6): 651–662.
72. van der Kleij, F. M., 2019. “Comparison of Teacher and Student Perceptions of Formative Assessment Feedback Practices and Association with Individual Student Characteristics.” Teaching and Teacher Education 85: 175–189. doi:10.1016/j.tate.2019.06.010.
73. van Lier, L., 1997. “Approaches to Observation in Classroom Research: Observation from an Ecological Perspective.” TESOL Quarterly 31 (4): 783–787. doi:10.2307/3587762.
74. van Lier, L., 2004. “The Semiotics and Ecology of Language Learning: Perception, Voice, Identity and Democracy.” Utbildning & Demokrati 13 (3): 79–103.
75. Vygotsky, L. S., 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
76. Vygotsky, L. S., 1981. The genesis of higher mental functions. In The concept of activity in Soviet psychology, edited by J. V., Wertsch, 144–188. Armonk, NY: M. E. Sharpe.
77. Winstone, N., and D., Boud. 2019. “Exploring Cultures of Feedback Practice: The Adoption of Learning-Focused Feedback Practices in the UK and Australia.” Higher Education Research & Development 38 (2): 411–425. doi:10.1080/07294360.2018.1532985.
78. Winstone, N., and D., Carless. 2019. Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach. London, UK: Routledge.
79. Winstone, N. E., G., Mathlin, and R. A., Nash. 2019. “Building Feedback Literacy: Students’ Perceptions of Developing Engagement with Feedback Toolkit.” Frontiers in Education 4: 1–11. doi:10.3389/feduc.2019.00039.
80. Winstone, N. E., R. A., Nash, M., Parker, and J., Rowntree. 2017. “Supporting Learners’ Agentic Engagement with Feedback: A Systematic Review and a Taxonomy of Recipience Processes.” Educational Psychologist 52 (1): 17–37.
81. Winstone, N., and E., Pitt. 2017. “Feedback is a Two-Way Street, So Why Does the NSS Only Look One Way?” Times Higher Education 2332: 30.