CRADLE Seminar Series #4: New directions for feedback seeking research and practice – 3 May 2022 – Join Us!
11 April 2022
Join us to hear ‘New directions for feedback seeking research and practice’ from Professor David Carless, University of Hong Kong. In this presentation David, an Honorary Professor with CRADLE, will discuss the concept of feedback seeking and its impact on teaching, learning and motivation.
Be part of the event by registering now!
When: Tuesday 3 May 2022
Time: 2.00pm – 3.30pm (AEST)
Where: Online
Cost: This is a free event
What is the seminar about?
Feedback research has increased dramatically over the last twenty years, yet feedback seeking seems to remain relatively under-exploited territory. Feedback seeking is defined as purposely seeking information about one’s own level of performance, interpreting it and applying it (Anseel et. al., 2015). In this seminar, I discuss some work-in-progress on feedback seeking and attempt to chart some new directions. The main project is a systematic literature review on empirical research on feedback seeking in undergraduate education. We are aiming to synthesize strategies, motives and outcomes of students’ feedback seeking (Leenknecht & Carless, in progress). A second longitudinal project examines transcripts of assignment-related feedback seeking interactions between a high-achieving undergraduate and her teachers (Carless & Young, in progress).
What is feedback seeking research?
Feedback seeking research is typically conceptualised through pro-active social behaviours, cost-value frameworks and achievement goal theories of learning versus performance goals. Motives for feedback seeking are mainly seen as comprising learning motives, impression management motives or introspective ego-building motives. Strategies are generally classified as involving direct inquiry (e.g., asking a question), indirect inquiry (e.g., starting up a conversation), and feedback seeking monitoring (e.g., comparing work against that of peers, exemplars, or previous work).
Conceptual implications focus on the interplay between feedback seeking, teacher and student feedback literacy; and the prospects for cross-fertilization between feedback seeking in organizations, medical education and broader higher education. The role of teachers is highlighted as being important in promoting students’ feedback seeking behaviours. Implications for practice relate mainly to how feedback seeking can be developed into a more sustained element of undergraduate curricula, and some of the strategies that teachers might deploy in encouraging students’ feedback seeking.
Who is this seminar for?
- Students interested in how to ask for feedback on their work.
- Educators interested in ways to motivate their students to seek feedback.
- Researchers and academic developers interested in new models of scholarly teaching practice and collaboration.
- Researchers investigating feedback.
