Assessment and Feedback Design to Enable Student Uptake of Feedback (NeMLA 2022)

deadline for submissions: 
September 30, 2021
full name / name of organization: 
Northeast Modern Language Association (NeMLA)
contact email: 

Baltimore, MD
March 10-13, 2022

Call for papers

Panel session on Assessment and Feedback Design to Enable Student Uptake of Feedback

Chair: Anna Moni (Deree-The American College of Greece)

In the context of a new paradigm approach to feedback (Winstone and Carless, 2020), this panel proposes to investigate through case studies the adequacy of assessment and feedback design in enabling student uptake in face-to-face, blended or online courses in literature, cultural studies, and foreign languages in higher education. In a new paradigm approach to feedback, the emphasis is placed on the impact of feedback on student learning and achievement; the focus shifts from how and when instructors deliver feedback to learners’ agency on feedback: feedback requests, sense-making, self-generated feedback, and uptake of feedback. For feedback to be effective, instructors need to carefully design the feedback process and to acknowledge that effective feedback is embedded into the learning process and in a scaffolded learning environment (Winstone and Carless, 2020; Henderson et al., 2019; Ruiz-Primo, and Brookhart, 2018). Effective feedback design involves the use of ongoing and scaffolded assessments with opportunities for multiple feedback cycles. Multiple feedback cycles sustain student uptake of feedback, promote peer feedback and self-generated feedback, and stimulate interaction within the feedback process with the transformative use of ICT tools. This design generates iterative opportunities for students to move forward and to act on feedback. Central to the new feedback paradigm is the belief that feedback produces learning only if the students are given the opportunity to use and to act on it in order to move forward.

This panel seeks contributions from researchers, instructors, and instructional designers that play an important role in enabling student feedback literacy with an instructional plan which embeds effective assessment and feedback design.

Submit abstract  by 09/30/2021 at