The role of feedback orientation in converting external feedback to learning opportunities for implementing assessment-as-learning in the context of feedback

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

Inspired by the feedback ecological model (Yang, Sin, Li, Guo, & Lui, 2014) and the important role of assessment-as-learning in promoting learning opportunities (e.g., Earl, 2012; Yan & Boud, Chapter 2 of this book), we explicitly reviewed existing studies on feedback orientation, a construct pertaining to students' multifaceted self-perceptions in the context of feedback that collectively determine their receptivity and engagement with feedback, leading to feedback-driven learning opportunities. The four feedback perceptions (i.e., feedback utility, feedback self-efficacy, feedback social-awareness, and feedback accountability) conceptualised in the construct of feedback orientation contribute to students' converting of external feedback to learning opportunities that constitute assessment-as-learning in the context of feedback. This chapter shows that all four dimensions of feedback orientation are good “convertors” of external feedback to learning opportunities including processing feedback mindfully and engagement with feedback in a range of ways (e.g., cognitive, affective, agentic, and behavioural). Future empirical studies by using different research methods in different educational levels can enrich the current understanding of the relationships between external feedback and how students' change them to learning opportunities through students' feedback perceptions (e.g., the four feedback orientations) and multidimensional engagement. Copyright © 2022 selection and editorial matter, Zi Yan and Lan Yang; individual chapters, the contributors.
Original languageEnglish
Title of host publicationAssessment as learning: Maximising opportunities for student learning and achievement
EditorsZi YAN, Lan YANG
Place of PublicationOxon
PublisherRoutledge
Pages53-76
ISBN (Electronic)9781003052081
ISBN (Print)9780367509972, 9780367509989
DOIs
Publication statusPublished - 13 Aug 2021

Citation

Yang, L. (2021). The role of feedback orientation in converting external feedback to learning opportunities for implementing assessment-as-learning in the context of feedback. In Z. Yan & L. Yang (Eds.), Assessment as learning: Maximising opportunities for student learning and achievement (pp. 53-76). Oxon: Routledge.

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