17 & 18 August 2022 | 2:30 p.m. – 5:15 p.m.(Hong Kong Time) | via Zoom
| HK Time | Programme |
|---|---|
| 14:30 | Welcome & Greetings
Dr Albert CHAU Vice-President (Teaching and Learning), Hong Kong Baptist University |
| 14:35 | Introduction
Professor John Chi-kin LEE Vice President (Academic) and Provost, The Education University of Hong Kong |
| 14:40 | Keynote I: Designing Assessment and Feedback as Tools for Learning and Educational Quality Reform Emeritus Professor Janice ORRELL
Flinders University, Australia The question to be addressed in this presentation is: How can assessment and feedback design enhance student learning quality and ensure their readiness for future engagement in society and employment? This is an essential pedagogical question and should be a central interest of all education. Assessment design and its practices, including feedback, occupies considerable effort and time resources of both students and teachers and poses a high risk for some, however, it all too often is a postscript, an afterthought, in the educational process, becoming something to be done when the learning is over. The question posed infers that assessment design and the information that the products of students’ assessment performances can have long term value in shaping students’ capabilities for when they graduate. Designed well, it is possible for assessment and feedback processes to capture students’ imagination and engagement, such that they can become self- regulating agents of their own learning for the longer term. However, if this deep engagement is to occur, assessment design must become an integral element of curriculum design and not become a postscript to both the teaching and the learning It also needs to be an organisational shift, not one that is left to the personal inclination of individual teachers. This requires a cultural shift in the way we conceive assessment within the curriculum to one that perceives assessment as and for learning not always assessment of learning, namely, to generate grades. In this presentation I will draw distinctions between these two competing functions of assessment and focus on the ways to gain greater engagement of students in the educational process through task design and the use of feedback and provide examples of successful ways that such shifts to assessment as and for learning have occurred. |
| 15:10 | Q & A |
| 15:20 | Keynote II: Signature Feedback Practices: Where are the Opportunities within the Curriculum?Dr Edd PITT
University of Kent, UK It’s long established that feedback can be extremely beneficial for students’ learning; however, barriers to its active use by students are consistently reported. Once approach to address this is for educators to design in opportunities for its uptake within their curricula. In this keynote I will specifically draw upon two areas of research that have sought to operationalise a learning focused feedback design to improve student learning. In the first part of the keynote, I will outline the current feedback research directions which question our collective understanding of what constitutes feedback. I will draw upon examples from around the world which identify how improvements can be made and opportunities seized upon. In the second part of the keynote I will draw upon Quinlan and Pitt’s (2021) recent taxonomy of signature feedback practices. In this taxonomy four main sources of feedback information; knowledge or audiences, disciplinary colleagues, the self and objects are suggested as the building blocks of a disciplines signature feedback practice. I will discuss how the curriculum within a discipline can be leveraged to create opportunities for both educators and peers to offer evaluative feedback (characterised as judgments, criticisms, and suggestions for enhancement) and consequential feedback (information about the effect of the learner’s performance or action). I will give specific examples of how this taxonomy can exist within arts and humanities curricula (Pitt and Carless, 2021) to afford students multiple and sustained opportunities to seek, generate, process and enact both evaluative and consequential feedback. |
| 16:00 | Q & A |
| 16:10 | Break |
| 16:20 | Round Table Discussion: Student Voice in Feedback (formative and summative) Panelists: Dr Albert CHAU Vice-President (Teaching & Learning), Hong Kong Baptist University Dr Sammy King Fai HUI Associate Vice President (Student Learning), The Education University of Hong Kong Ms Clarise Ka Hei HO BA (Lang Studies) & BEd(EL), Year 3 Undergraduate, The Education University of Hong Kong Ms Heidi LO Graduate of BEd (EL), The Education University of Hong Kong Ms Yoyo Lewei HE Department of Finance and Decision Sciences, Undergraduate, Hong Kong Baptist University Ms Kelly Hei Ching TSOI Department of Sport, Physical Education and Health, Undergraduate, Hong Kong Baptist University |
| 17:10 | Housekeeping Announcement Housekeeping Announcement and Evaluation Survey of Day 1 |
| HK Time | Programme |
|---|---|
| 14:30 | Welcome & Greetings
Professor S C KONG Director, Centre for Learning, Teaching and Technology, The Education University of Hong Kong |
| 14:35 |
Experience Sharing: Assessment with Real-World Relevance
Speakers from EdUHK: Dr Bill YEUNG Associate Professor; Associate Head (Research and Postgraduate Studies) of Department of Science and Environmental Studies, The Education University of Hong Kong Dr Roy CHAN Senior Lecturer, Department of Health and Physical Education, The Education University of Hong Kong Speakers from HKBU: Dr Archimedes David GUERRA Lecturer, Department of Finance and Decision Sciences, Hong Kong Baptist University Ms Assunta NG Lecturer, Department of Sport, Physical Education and Health, Hong Kong Baptist University Each sharing will be 15 minutes long. There will be 25 minutes for Q&A and discussion. |
| 16:00 | Break |
| 16:10 | Workshop (open to HKBU and EdUHK colleagues only):
Signature Feedback Practices: Leveraging time to maximise the impact of classroom based feedback opportunities Dr Edd PITT
University of Kent, UK In this active workshop delegates will work through a series of tasks designed to get them to reflect upon and interrogate their own assessment and feedback practice. In particular we will focus upon how we can create opportunities within the ‘contact time’ we have with students to afford assessment and feedback to be seen as part of the fabric and culture of the learning experience. The workshops builds upon the earlier keynote address and seeks to help practitioners identify opportunities in their curricula which might have the potential to afford multiple opportunities for both evaluative and consequential feedback. Crucially the workshop will focus upon harnessing the power of the classroom that delegates are engaged in within their day-to-day practice to mitigate the need for wholescale changes and extra workload. The workshop will also discuss the role of technology and how this can be harness as a complementary resource to improve feedback enactment. |
| 17:10 | Closing Dr Theresa KWONG Director, Centre for Holistic Teaching and Learning, Hong Kong Baptist University Housekeeping Announcement Housekeeping Announcement and Evaluation Survey of Day 2 |
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Emeritus Professor Janice ORRELL https://www.heedconsulting.com.au/janice-orrell
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Dr Edd PITT https://www.kent.ac.uk/study-of-higher-education/people/3738/pitt-edd |
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