CRADLE Seminar Series: an ecological interpretation of Hong Kong undergraduates’ perceptions of feedback liter
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Join us to hear from Dr Ying Zhan on Hong Kong undergraduates’ perceptions of competencies to elicit, process and enact feedback.
Recent discussions on student feedback literacy have been primarily conceptual and framed from the perspectives of scholars and educators. Few empirical studies have explored what and how college students conceive of student feedback literacy.
To address this gap, this research explored Hong Kong university students’ conceptions of student feedback literacy. Fifteen Bachelor of Education students were individually interviewed to elaborate on the mind maps they had drawn about student feedback literacy. The data analysis revealed that the participants depicted several feedback competencies required for students to elicit and process feedback but paid scant attention to the competencies needed to enact feedback. Meanwhile, they believed that a feedback-literate student should appreciate the value of feedback and be active, modest, and committed to the feedback process. The participants’ conceptions of student feedback literacy were ecologically influenced by Chinese cultural values, the university learning setting, their prior feedback experiences, and course learning.
The study has provided empirical evidence to support feedback literacy as an ecological agency and shed light on context- and culture-specific feedback literacy. More than this, some tentative relationships among contextual factors, individual factors, feedback competencies and dispositions have been discussed.
REGISTER: CRADLE Seminar Series: an ecological interpretation of Hong Kong undergraduates’ perceptions of feedback liter
Wednesday, 31 May 2023
Level 12, Tower 2, 727 Collins Street, Docklands