There is growing recognition in the literature that the true impact of feedback comes not from the framing of comments themselves, but from students’ proactive engagement with and enactment of feedback comments. However, the capacity for students to seek, make sense of, and use feedback to inform future learning requires teachers to show sensitivity to the emotional impact of feedback, manage competing tensions to focus on feedback for student learning, and design opportunities for students to implement feedback. Further, the roles of ‘teacher’ and ‘student’ are not restricted to educational contexts; the feedback literacy of those working to develop others in healthcare and the workplace, for example, is also of key importance.
This international symposium, to be held online, will explore how the feedback literacy of teachers, workplace supervisors, and healthcare professionals influences the impact of feedback on learning, development, and behaviour change. Day 1 will consist of three keynote talks, to be followed on Day 2 by parallel sessions and a multidisciplinary panel discussion, in order to facilitate the development of a research and practice agenda in this area.
CONFIRMED KEYNOTE SPEAKERS
Professor David Carless, University of Hong Kong
Associate Professor Rola Ajjawi, Deakin University, Australia
Professor Almuth McDowall, Birkbeck University of London
PANEL MEMBERS
Professor Phillip Dawson, Deakin University, Australia
Professor David Boud, Deakin University, Australia
ORGANISING COMMITTEE
Dr Naomi Winstone, University of Surrey
Dr Edd Pitt, University of Kent
FEATURE ARTICLE
A feature article about this event was published in our 2021 Annual Review, on pages 6-7
This event is sponsored by the European Association for Research on Learning and Instruction (EARLI)
