Symposium on Feedback in Higher Education
Recently, the use of feedback in higher education in Europe has been accelerated due to the Bologna Process, which brought about a significant change in higher education in Europe, since it mandated that higher education institutions must follow a student-centred teaching and learning approach to education. To comply with the Bologna Process, these higher education institutions have adopted a range of student-driven learning strategies, a significant one being feedback.
To contribute to the improved use of feedback in higher education, 4TU Centre for Engineering Education is organizing a symposium, during which there will be a keynote presentation by Prof. Dr. Desirée Joosten-ten Brinke from Maastricht University, as well as presentations by Dr. Judith Gulikers and Dr. Omid Noroozi from Wageningen University and Research.
Are you looking to improve the way you provide feedback in your courses? Are you interested in feedback best practices? Then join us for these inspiring talks!
What: Symposium on feedback in higher education
When: 2 December, 09:30 to 14:00 (including lunch)
Where: Inform, DesignLab, University of Twente
The symposium will be followed by the PhD defence of Priyanka Pereira from 14:30 to 16:00 in the Prof. dr. G. Berkhoff Zaal (Waaier 4) at the University of Twente. Priyanka wrote her PhD thesis on Optimizing the Effectiveness of Peer Feedback in Higher Education.
Programme:
09:30 to 10:00: Walk in and tea/coffee
10:00 to 10:45: Keynote presentation by Prof. Dr. Desirée Joosten-ten Brinke
10:45 to 11:30: Presentation by Dr. Judith Gulikers
11:30 to 11:45: Break with tea/coffee
11:45 to 12:30: Presentation by Dr. Omid Noroozi
12:30 to 13:15: Panel discussion
13:15 to 14:00 Lunch
Prof. Dr. Desirée Joosten-ten Brinke
Prof. Dr. DesirĂ©e Joosten-ten Brinke is Professor of Learning & Assessment at the Faculty of Health, Medicine and Life Sciences, School for Health Professions Education (SHE) at Maastricht University, the Netherlands. She studied Applied Educational Science at the University of Twente and graduated from the Department of Educational Measurement Methods and Data Analysis. In 1990, she became a testing expert at the Open University, where she obtained her doctorate with the thesis entitled âAssessment of prior learningâ. From 2010-2020, she combined her work as associate professor with the position as lector of Technology-enhanced assessment and academic director of the masterâs degree program âAssessment expertâ at Fontys teacher training program Tilburg. From 2020-2023 she was dean of the Faculty of Educational Sciences at the Open University and professor of Adult Learning. DesirĂ©e is editor of Examens, a journal for the assessment practice, and author of several books in the field of testing and assessment. Her research and teaching focus is on quality of testing and assessment, the integration of assessment for learning with assessment of learning, workplace assessment, EVC, and digital assessment.
In her presentation âTime to Learnâ, DesirĂ©e will focus on the role of students in assessment. If self-directed learning and self-regulation are important, we should help our students to realize these skills. In Assessment as Learning, assessments are intentionally designed to create learning opportunities for students to develop the mindset and skills for continuous learning. An overarching goal of Assessment as learning is for students to become increasingly independent of teachers. What this means for the role of the teacher will be discussed in this presentation.
Dr. Judith Gulikers
Dr. Judith Gulikers is an Associate Professor at the Education and Learning Sciences chairgroup of Wageningen University. Her research focusses on assessment, with a specific focus on formative assessment, programmatic assessment, and assessment in innovative - inter/transdisciplinary- learning environments.
In her presentation âFeedback within the Formative Assessment Processâ, Judith will discuss how feedback does not stand alone â it should be connected to learning goals as well as to follow-up steps, and it should engage students in actually doing something with the feedback. This session will show how feedback is part of the process of formative assessment and how the Formative Assessment cycle (Gulikers & Baartman, 2017) can help to design engaging feedback processes in the classroom. The session will first explain the formative assessment cycle and the interactive roles of teachers and students within it, also using several concrete examples. After that, people will be given the opportunity to use this cycle to review their own formative and feedback practices in the classroom and to identify options to make this more effective in terms of engaging students and deciding on follow-up steps in learning.Â
Dr. Omid Noroozi
Dr. Omid Noroozi is an Associate Professor of Technology-Enhanced Transformative Learning at Wageningen University and Research, the Netherlands. He is interested in exploring relations among educational technology, learning, and studentsâ transformative competence development in higher education. His current research focuses on peer learning, peer feedback, and AI-driven feedback. Specifically, he explores how AI can enhance peer feedback processes, improving both learning experiences and outcomes by making the feedback more accessible, personalized, and efficient within collaborative learning environments. Omid is now serving as a committee member of the computer-supported collaborative learning organization, Editor-in-Chief for the International Journal of Technology in Education (IJTE), and co(coordinator) of the SIG ICT and Education at Interuniversity Centre for Educational Sciences (ICO) in the Netherlands. He has co-edited a couple of collected books, served as an editorial board member of several scientific peer-review journals, and also guest-edited a couple of special issues in the field of educational research.
In his presentation âMultidimensional Patterns of Peer Feedback Uptake in Higher Educationâ, Omid will explore the diverse aspects of how peer feedback is received and used in higher education, in the context of essay writing. He will discuss how various feedback features (how the feedback is provided) and scope (what the feedback is about) affect studentsâ uptake of peer feedback. Specifically, he will discuss how feedback features (cognitive, affective, and metacognitive features) differentially predict studentsâ feedback uptake behaviors (accept, elaborate, modify, or no feedback uptake) across different feedback scope (high- and low-level issues). By analyzing diverse case studies and empirical data, the presentation will highlight key patterns observed in peer feedback processes in real educational settings. Additionally, he will discuss strategies for supporting students in effectively utilizing peer feedback through the use of GenAI prompts.