ABSTRACT

Students’ engagement with feedback is a major determinant of feedback effectiveness. There is evidence, however, that not all students engage with feedback well because the transmission, teacher-centred approach overlooks students’ role in feedback processes. This study explores how learner-centred feedback processes could be designed to enhance students’ engagement. Embedded in two-stage assignments, the first step of the design involved peer feedback on a mid-term assignment. The second step included students producing an audio file to self-assess performance, followed by their teacher’s audio response to their self-assessment prior to the submission of a related, final assignment. Data analysis on an open-ended survey, interviews with 35 taught postgraduates and selected feedback vignettes indicated that this learner-centred design could promote students’ engagement by increasing their feedback responsibility, evaluative judgement and psychological safety. The significance of this article lies in discussing learner-centred feedback design principles and the wider application of the learner-centred practice.

摘要

学生对反馈的参与是反馈有效性的主要决定因素。然而，有证据表明，并非所有学生都能很好地参与反馈，因为以教师为中心的传播方法忽视了学生在反馈过程中的作用。本研究探讨了如何设计以学习者为中心的反馈过程来提高学生的参与度。嵌入在两阶段作业中，设计的第一步涉及对中期作业的同伴反馈。第二步包括学生制作音频文件以自我评估表现，然后在提交相关的最终作业之前，教师对他们的自我评估做出音频回应。开放式调查的数据分析，对 35 名受过教育的研究生的采访和选定的反馈小插曲表明，这种以学习者为中心的设计可以通过增加学生的反馈责任、评估判断和心理安全来促进学生的参与。本文的意义在于讨论以学习者为中心的反馈设计原则以及以学习者为中心的实践的更广泛应用。