‘This is not what I need’: conflicting assessment feedback beliefs in a post-secondary institution in Hong Kong

What is it about?

This case study compares the views of English teachers and first-year students on assessment feedback in a post-secondary institution in Hong Kong. The conflicting beliefs between both both parties indicate three problems: (i) insufficient explanation of criteria and standards for feedback interpretation; (ii) use of praise for rapport building at a cost of feedback sincerity; (iii) limited uptake of error corrections in end-of-term assignments. This paper argues that using praise to save students' face may paradoxically heighten the tensions in feedback processes in a high-stakes assessment context. A more effective method is to foster students' 'feedback resilience' to help them manage negative emotions in feedback processes. Recommendations for developing 'feedback resilience' are provided.

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Why is it important?

The significance of this study lies in unpacking conflicting assessment feedback beliefs and highlighting the complexities of feedback processes in the post-secondary context. It introduces the concept of 'feedback resilience' and explains how 'feedback resilience' can be developed.