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The Project:
Empowering university students’ autonomy during and after the COVID-19 pandemic through autonomy support giving in an Innovative Formative Feedback Schedule (IFFS) (2021-2022)
Project Team
Objectives
This innovative teaching project incorporates ‘autonomy support’ as the norm of designing a prototypical formative feedback schedule to support students’ autonomy in learning during and after the COVID-19 pandemic.
- To design an innovative formative feedback schedule and instructional materials for promoting mutual dialogue, volitional engagement, monitoring, and reflection and evaluation to support student learning;
- To examine the impact of this innovative formative feedback scheme on enhancing students’ autonomy
- To examine the effectiveness of learning by this formative feedback scheme
There is a compelling need for a more sophisticated instructional design for providing formative feedback to students in order to help them develop autonomy in learning, as we observed the individual differences among our students regarding their receptiveness of teacher feedback and over-reliance on teacher feedback, especially in courses with a project assignment. We refer autonomy in learning as the propensity of human beings in taking charge of one’s own learning as a self-determined act, autonomy is one of the most crucial factors for effective learning to happen. This IFFS is underpinned by 1) self-determination theory on human autonomy and psychological needs in learning (Ryan & Deci, 2020) and 2) self-determined receptivity of feedback in learning (Clark, 2012; Yang & Yang, 2018), addressing ‘theory to practice’ as an evidence-based approach to teaching innovation.
Participants
The project involves 2 groups of students in two C&I courses. The project involves the PI as instructor, the project team as developer. On-going feedback is essential to support students in the two target courses as students are required to design a lesson and conduct micro-teaching as a creative endeavor.
Evaluation
The project will be evaluated by assessing students’ autonomy in learning (Motivated Strategies for Learning Questionnaire), perceived psychological needs satisfaction, and feedback orientation (Yang & Yang, 2018). The learning effectiveness by IFFS will also be assessed by interview on students related to scheduling, materials and types of feedback, and relevant SET results.
Significance
The project will contribute exemplary practice, teaching materials and scholarship on assessment, an area that represents the strength of the Department of Curriculum and Instruction (C&I). Given the expansion of formative assessment in all education sectors, the project has the potential to support the university and the school community on teacher professional development, that fits to the mission of C&I.
Reference
Clark, I. (2012). Formative assessment: Assessment is for self-regulated learning. Educational Psychology Review, 24(2), 205-249. https://doi.org/10.1007/s10648-011-9191-6
Lam, B. H. (2019). Expert Teachers’ Social Support Behaviours—A Humanised Classroom Characterised by Productive Learning. In: Social Support, Well-being, and Teacher Development. Springer, Singapore. https://doi.org/10.1007/978-981-13-3577-8_5
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 1-11. https://doi.org/10.1016/j.cedpsych.2020.101860
Yang, L. & Yang, M. (2018). Exploring the power of teacher feedback in Chinese students: Testing the relationships between students’ feedback beliefs and student engagement. In G. A. D. Liem & S. H. Tan (Eds.). Asian education miracles: In search of sociocultural and psychological explanations (pp. 155-173). Routledge.