| Biography | |
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 Prof. Lan Yang Department of Curriculum and Instruction,The Education University of Hong Kong, China |
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| Title: Teacher feedback is powerful only when it is valued and used by students to enhance learning: Assessing Chinese students’ feedback orientation towards teacher feedback | |
| Abstract: Among over one hundred influences relating to student achievement, feedback was found as a powerful influence with a desirable effect size of .79 based on 196 independent studies with over six thousand effect sizes (Hattie, 1999; Hattie & Timperley, 2007). In an updated synthesis study, Hattie (2017) found the stable effect size of feedback (d = .70) in association with student achievement based on 1400 meta-analyses of over 80,000 independent studies. However, feedback researchers also argued although feedback is powerful, it is also variable (e.g., Hattie, 2018; Shute, 2008; Yang et al., 2014). Only when students are able to convert external feedback from teachers to learning opportunities by valuing and using feedback, would feedback be effective in engaging student in learning for further improvements ( Yang & Yang, 2018; Yang, in-press). Based on the Ecological Feedback Model (Yang et al., 2014), this study examined the multidimensionality of students’ feedback orientation, namely, perceived usefulness of feedback (FBUT), self-efficacy of using feedback(FBSE), accountability for using feedback(FBAT), and social-awareness of using feedback(FBSO) to maintain and enhance student-teacher relationships. 1349 Chinese secondary students participated in this study. The results supported the four-factor solution fits the data best as compared to other competing CFA models. In addition, this study also explored the relationships of the four dimensions of feedback orientation based on a control-value approach. The results showed students’ accountability/responsibility for using teacher feedback was predicted by their perceived academic value (FBUT) and social value (FBSO) and capability (FBSE) of using teacher feedback to enhance learning. Furthermore, indirect effects of FBSE on FBAT through both FBUT and FBSO were also identified. Theoretical and practical implications to research on harnessing the power of feedback to maximize student learning are discussed. Keywords: Teacher feedback, feedback orientation, Chinese students, harnessing the power of feedback | |
| 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 | |
