Operationalising Dialogic Feedback to Develop Students’ Evaluative Judgement and Enactment of Feedback

Using activity theory to redesign a video supported oral presentation competence development activity in higher education

“…Evaluative skills need to be gained through activities that immerse the learner "in the experience of giving, receiving, and interpreting feedback" https://doi.org/10.21428/8c225f6e.eb8dcf2b (Chong, 2021, p. 98). Interventions that involve co-construction of rubrics and assessment criteria (Ajjawi et al, 2018), that rely on exemplars Pitt, 2019), that offer opportunities for self-assessment (Boud et al, 2015) or peer review (Nicol et al, 2014) all help to develop evaluative judgement skills. This development may need to be a staged process.…”

“…This development may need to be a staged process. For example, exemplars of written work or performances can be used in the early stages of the learning process to build understanding of disciplinary specific notions of quality before building up to peer review of student work (Pitt, 2019). In respect of peer review, the real benefits come from undertaking the reviewing rather than being reviewed, as this allows students to gain more critical understanding of the relevant criteria which could then feed into the reviewer's own work (Nicol et al, 2014).…”

“…Indeed, much of the focus in the literature is on the processes that build the ability to evaluate. For example, co-construction of rubrics and assessment criteria (Ajjawi et al, 2018), use of exemplars (Pitt, 2019), use of supported self-assessment (Boud et al, 2015) and peer review (Nicol et al, 2014). Pitt (2019) offers a particularly pertinent parallel with this study as it involves the use of exemplars to build understanding of disciplinary notions of quality before moving on to peer review of student work.…”

Educators’ perceptions of responsibility-sharing in feedback processes

“…Our finding that student action on the comments was less likely to be recognised as part of this process indicates that an important part of developing student and teacher feedback literacy is to broaden perceptions of responsibility-sharing in feedback processes, and to emphasise the importance of student action in facilitating the impact of feedback. More transformational approaches to responsibility-sharing, where the actions and responsibilities of students are brought to the fore, may be achieved through designing feedback processes in such a way that student action is built into the process (see Winstone and Carless 2019;Pitt 2019).…”