| Biography | |
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 Prof. Lan Yang Department of Curriculum and Instruction The Education University of Hong Kong, Hong Kong (China) |
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| Title: Inside Out: The importance and necessity of assessing students’ self-perceptions of teacher feedback for harnessing the power of feedback | |
| Abstract: Although the impact of feedback on student achievement has been identified to be powerful (i.e., top 10 among over 100 influences relating to achievement, Hattie, 2009), students might respond to teacher feedback differently due to individual differences in terms of self-perceptions of feedback in multiple aspects. To harness the power of teacher feedback in student learning, it is meaningful to search for productive ways to help students to accept and use feedback effectively to promote learning. Awareness and assessment of individual differences in terms of students’ perceptions of teacher feedback are prerequisites or facilitators of harnessing teacher feedback. To address both, this study examined students’ individual differences in terms of four key feedback orientations(FOs). The four FOs are students’ self-perceptions of feedback pertaining to feedback usefulness, competence and responsibility to use teacher feedback to improve academic performance, and social awareness to use feedback for establishing/maintaining good student-teacher relationships. The relationships between these FOs and student engagement in learning were also tested given the role of engagement in improving learning. Participants were a sample of over three hundred secondary students in mainland China. Findings showed these variables were significantly and positively correlated with each other. A further regression analysis showed feedback usefulness is the strongest predictor of school engagement followed by responsibility, competence and social awareness to use feedback. Theoretical implications to the field of feedback research and practical implications of assessing and understanding students’ feedback orientations in developing effective feedback delivery strategies in classrooms to harness the power of teacher feedback on students’ engagement and academic achievement are discussed. Keywords: Self-perceptions, the power of feedback, individual differences, feedback orientations, Chinese students | |
| Biography: Dr. Lan Yang (Joy) is an Assistant Professor in the Department of Curriculum and Instruction (C&I). She is co-director of Centre for Special Educational Needs and Inclusive Education at The Education University of Hong Kong and core team member of the Key Research Area on Assessment Research into Enhancing Learning and Teaching at the Department of C&I. She obtained her PhD from The University of Hong Kong and her doctoral dissertation on a longitudinal intervention on promoting Chinese students’ academic self-concept and academic achievement was awarded the "Highly Commended Dissertation Award" by the Global SELF Research Network (2012). She is the Principal Investigator (PI)/co-PI/Co-I of over 12 research projects (including extremely competitive external funds like Early Career Scheme fund, General Research Funds awarded by University Grants Committee, Hong Kong SAR). She has over 60 publications (including SSCI journal articles, chapters and refereed conference papers) in the fields of educational psychology as well as inclusive education. She is also primary and co-supervisor of PhD and EdD students.
Her publications have appeared in top-ranked SSCI journals, such as Educational Psychology, Journal of Educational Technology & Society, The Asia-Pacific Education Researcher, International Journal of Disability, and International Journal of Inclusive Education. Most recently, Dr. Yang received the “Best Paper Award” issued by The Hong Kong Institute of Educational Research (HKERA) for her paper entitled: Perceived usefulness of teacher feedback, school engagement, and psychological well-being of Chinese students: The self-system processes perspective. For details please visit https://www.eduhk.hk/ci/en/highlights.php?id=4201&s=news_event According to HKERA, high scoring papers signpost originality, rigour and significance. For details please visit https://www.eduhk.hk/ci/en/highlights.php?id=4201&s=news_event
Currently, she is the chief editor of a special issue on the Power of Teacher Feedback in Affecting Student Learning and Achievement: Insights from Students’ Perspective in Educational Psychology (SSCI journal, forthcoming, 2019). For more details of Dr. Joy Yang’s work, please visit https://oraas0.ied.edu.hk/rich/web/people_details.jsp?pid=152193
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