The project is funded by Teaching Development Grant (TDG) for 4-year curriculum, which is entitled Too little, too late: Exploring the feedback conundrum, also known as Student Assessment and Feedback Enhancement (SAFE). This TDG seeks to explore the issue of feedback to students. It aims to increase awareness amongst HKU faculty of the importance of feedback to student learning; and to provide case study exemplars of effective feedback strategies that can be subsequently drawn on to improve feedback on a wider basis across the university. The project relates to maintaining an aligned, outcomes-based curriculum in terms of incorporating feedback into the instructional activities used for subject delivery, and to help academic staff consider the relationship of formative and summative assessment practices in a holistic approach to curriculum design. In an outcomes-based approach, effective feedback is an important means of supporting the achievement of desired learning outcomes.
For the purposes of our analysis, we interpret feedback practices as being represented by a continuum ranging from conventional to sustainable feedback practices and we propose our own definition of sustainable feedback,
Dialogic processes and activities which can support and inform the student on the current task, whilst also developing the ability to self-regulate performance on future tasks.
In this blog, we will share with you some examples of sustainable feedback practices provided by HKU facuty. The data was collected from in-depth, semi-structured interviews with a purposive sample of 10 award-winning teachers from each of 10 Faculties in HKU.
