Exploring Students’ Feedback Literacy Development Following a Work Placement Year

Exploring Students’ Feedback Literacy Development Following a Work Placement Year

calendar_today Date: 11 November 2022 (Fri)
schedule Time: 3:00 p.m. – 4:15 p.m. (HKT)
location_on Venue: Online (Zoom)
record_voice_over Speaker:

Associate Professor
Reader and Director PGCHE, Centre for the Study of Higher Education, University of Kent, UK

class Moderator:

Professor S C KONG
Director, Centre for Learning, Teaching and Technology, EdUHK

person Target: Staff and Student
language Language: English

Participation in this seminar can be counted towards the Certificate Course “Introduction to Teaching in Higher Education” under the theme, “Seminars/Workshops in Learning and Teaching”.


As teachers, we are designers. How we design assessments and opportunities for feedback enactment are critical aspects of teaching practice. Assessment design offers a key point of leverage for enhancing education, because many students strategically focus on it. While students may skim assigned readings or skip lectures, they must complete assessments to progress. Higher education assessment also structures many hours of students’ independent effort and influences classroom preparatory activities educator’s design. Thus, improving assessment can have a big impact on student learning. In this talk I will specifically discuss authenticity in assessment and how programmes can create opportunities through work placements or periods of time in employment which address specific learning objectives or competencies in different assessments as students’ progress. I will specifically draw upon research carried out in the UK that exposed students to an assessed year in industry. Twenty-four final year Business students (m=11, f=13) who had experienced a work placement were interviewed prior to the commencement of their final year of study at a UK University and following their final year of study. In the second part of the talk, I will explore how this work placement influenced students’: appreciation of different forms of feedback; judgements of quality and standards; ability to manage affect in the feedback process; and their enactment of feedback.

In all of the conversations relating to feedback enhancement of student learning needs to be at the forefront. How do we create meaningful opportunities for feedback to be part of the conversation in our classrooms? How authentic or signature is feedback within our disciplines? How do we as teachers help our students to appreciate, seek out and enact feedback from differing sources?


Reader and Director PGCHE
Centre for the Study of Higher Education, University of Kent, UK

Dr Edd PITT's Bio

Edd is the Programme Director for the Post Graduate Certificate in Higher Education and Reader in Higher Education and Academic Practice in the centre for the study of higher education at the University of Kent, UK. Edd has recently been collaborating with Academics in the UK, Ireland, Hong Kong and Australia. His principal research field is Assessment and Feedback with a particular focus upon student’s use of feedback. His current research agenda explores signature feedback practices and the development of both teacher and student feedback literacy. His most recent publication was a systematic literature review of Assessment and Feedback articles between 2016 – 2021 commissioned by Advance HE.