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ABSTRACT
Feedback is central to successful teaching and learning. Despite extensive research on the relationship between feedback, pedagogy and learning, there remain no conclusive answers as to how feedback can be effectively utilized by learners. Recently, there is emerging research exploring how feedback is conceptualized as dialogic processes to facilitate provision and uptake of feedback; and how feedback utilization is best supported by learner active involvement in the iterative feedback process for future learning. Drawn from this knowledge base, this article aims to review four aspects of feedback scholarship including nature, paradigms, issues and trends which serve as a theoretical basis, together with instructors’ interviews, to inform how five common assessment tasks in one social sciences faculty could be strategically revamped to promote feedback utilization. The article concludes with pedagogical insights to suggest three conditions wherein feedback could be made sustainable to support learning through a redesigning of conventional assessment tasks in the higher education contexts.
Acknowledgments
I would like to thank the two anonymous reviewers and the editors for their insightful comments during the revision stages.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Ricky Lam
Ricky Lam is an assistant professor in the Department of Education Studies at Hong Kong Baptist University. He was appointed Programme Director of Master of Education in the Faculty of Social Sciences. His publications have appeared in ELT Journal, Assessing Writing, Language Testing, TESOL Quarterly, RELC Journal, Studies in Higher Education and other international refereed journals. His research interests are assessment for learning, portfolio assessment and second language writing assessment.