A Language & Culture Seminar Series (LACSS) Event
Developing student feedback literacy using educational technology and the reflective feedback conversation
While its importance for promoting learning is well-documented, feedback can only promote learning to the extent that it is acted on by learners (Gibbs & Simpson, 2004-5). However, students may have difficulty understanding feedback (Weaver, 2006) or knowing how to act on it (Gibbs, 2006; Poulos & Mahony, 2008). Moreover, they are not necessarily receptive to the feedback provided (Andon, Dewey & Leung, 2017) particularly when it fails to align with their individual learning goals and beliefs about language learning (Ducasse & Hill, 2016, 2018a). What these findings underscore is the importance of including the learner perspective in feedback practices.
This paper describes an intervention which used the ‘reflective feedback conversation’(Cantillon & Sargeant, 2008) and educational technologies to encourage learners to take a more active role in feedback processes. Participants were 50 students enrolled in their third semester (pre-intermediate) of a university-level Spanish program. Data included student questionnaires, interviews with the teacher and students (n=9) and documentation of feedback and responses to feedback across a 12-week semester. Questionnaire data were analysed using descriptive and inferential statistics while interview and documentation data were analysed usingthematic content analysis.The study has implications for promoting uptake of feedback, student agency and self-regulation, alignment of teacher and student goals and expectations and sustainable feedback practices.
Presenters: Dr Ana Maria Ducasse & Dr Kathryn Hill
Dr Ana Maria Ducasse undertook a BA Hons. Spanish and Dip.Ed. (TESL/ LOTE) at Monash followed by post-graduate studies at the University of Melbourne: an MA and PhD in Applied Linguistics. Currently, she is a Senior Lecturer in Spanish at RMIT. Her interests span the application of discourse analysis to evidence-based scale development for L2 speaking and L1 writing, languages pedagogy, and language testing and assessment. She is currently working on written feedback for Spanish L2. She recently completed a cross-cultural discourse project on persuasion in Spanish and English on reality TV funded by the Spanish government and a first-year tertiary academic speaking study across three disciplines at La Trobe University funded by the Educational Testing Service.
Dr Kathryn Hill has a Dip.Ed. (TESL, Indonesian), an MA (Applied Linguistics) and PhD (Applied Linguistic), all from the University of Melbourne. The topic of her doctoral dissertation was classroom-based assessment. She is currently employed as Lecturer, La Trobe Learning and Teaching (LTLT), at La Trobe University, working predominantly with discipline specialists in the health sciences. Previous positions include Research Fellow, Language Testing Research Centre, University of Melbourne, the Australian Council for Educational Research, and Lecturer, Communication and Learning Development in the School of Medicine, University of Melbourne. Kathryn is a regular presenter at local and international conferences and has numerous publications in the areas of language assessment, educational measurement and program evaluation.
RMIT City Campus
411 Swanston Street
21 August 2018