Jessica To
Biographic Data
| ID | 6509142 |
|---|---|
| NAME | Jessica To |
| GIVEN NAMES | Jessica |
| FAMILY NAME | To |
| SIGNATURE | TO J |
| AFFILIATIONS | University of Hong Kong |
| ORCID | 0000-0002-0264-3160 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Making student voice heard in dialogic feedback: Feedback design matters
Introduction Making student voice heard is crucial for productive feedback. However, this is seldom in practice in the exam-oriented context because students lack opportunities and support to give voice in feedback processes. To bridge the gap, this collaborative action research explored how feedback could be redesigned to invite student voice in a Singapore secondary school. Methodology We collaborated with three Social Studies teachers to trans…
A journey towards teacher empowerment in differentiated instruction: Implications for a sustainable teacher professional development model
This article reports a longitudinal case study examining how teachers were empowered to develop their professional capacity to cater for learner diversity through implementing differentiated instruction. Data were collected from multiple sources including lesson co-planning meetings, teacher interviews and lesson observations in a primary school in Hong Kong. The findings suggested a three-stage journey towards teacher empowerment mediated by bot…
Feedback partnerships: Strengthening students’ proactive recipience through co-creating dialogic feedback
While the role of students in feedback is indisputable, developing learners’ proactivity in feedback processes remains challenging. This conceptual paper addresses this issue by proposing feedback partnerships (FP) to strengthen students’ proactive recipience. This approach emphasises a balance of power between students and teachers in feedback dialogue and their collaborative endeavours to co-create productive feedback. FP’s theoretical underpin…
Instructional tools and curricular structures to facilitate students’ self-assessment and generation of self-feedback
Disciplinary perspectives on feedback processes: Towards signature feedback practices
Feedback processes are situated within the norms and practices of disciplinary learning activities. Through a sociocultural lens, this study seeks to understand disciplinary feedback possibilities and challenges through a study of four different disciplines at a research-intensive English medium university. Two soft applied and two hard applied disciplines were selected: architecture, education, engineering and medicine. Research methods comprise…
From error-focused to learner-centred feedback practices: Unpacking the development of teacher feedback literacy
Using learner-centred feedback design to promote students’ engagement with feedback
Students’ engagement with feedback is a major determinant of feedback effectiveness. There is evidence, however, that not all students engage with feedback well because the transmission, teacher-centred approach overlooks students’ role in feedback processes. This study explores how learner-centred feedback processes could be designed to enhance students’ engagement. Embedded in two-stage assignments, the first step of the design involved peer fe…
Proactive receiver roles in peer feedback dialogue: Facilitating receivers’ self-regulation and co-regulating providers’ learning
Understanding the proactive roles of receivers in peer feedback processes is crucial because proactive recipience carries great potential in enhancing the effectiveness of feedback and supporting self-regulated (SRL) and co-regulated learning (CoRL). However, receiver’s proactivity has been insufficiently explored and the field lacks a clear understanding of how peer feedback receivers could aid academic self-regulation and co-regulation. This st…
A systematic review of the educational uses and effects of exemplars
Peer assessment effects on the self-assessment process of first-year undergraduates
Peers carry potential in enhancing students’ self-assessment development, but few studies have explored how peer scaffolding is enacted in the process. This qualitative study explores peer assessment effects on the self-assessment process of 11 first-year undergraduates and the factors limiting peer influence. Drawing on the data from students’ journals, follow-up interviews, observations of in-class formative peer assessment activities and teach…
Using peer and teacher-student exemplar dialogues to unpack assessment standards: Challenges and possibilities
Dialogic use of exemplars is effective in developing student understanding of assessment standards. However, limited studies have investigated how exemplar dialogues are conducted in the post-secondary context. To fill the gap, this teacher-research explores the characteristics of peer and teacher–student exemplar talk in three post-secondary classrooms and the challenges in the dialogic process. The participants involved 69 first-year post-secon…
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Using peer and teacher-student exemplar dialogues to unpack assessment standards: Challenges and possibilities
Dialogic use of exemplars is effective in developing student understanding of assessment standards. However, limited studies have investigated how exemplar dialogues are conducted in the post-secondary context. To fill the gap, this teacher-research explores the characteristics of peer and teacher–student exemplar talk in three post-secondary classrooms and the challenges in the dialogic process. The participants involved 69 first-year post-secon…
Peer assessment effects on the self-assessment process of first-year undergraduates
Peers carry potential in enhancing students’ self-assessment development, but few studies have explored how peer scaffolding is enacted in the process. This qualitative study explores peer assessment effects on the self-assessment process of 11 first-year undergraduates and the factors limiting peer influence. Drawing on the data from students’ journals, follow-up interviews, observations of in-class formative peer assessment activities and teach…
Using learner-centred feedback design to promote students’ engagement with feedback
Students’ engagement with feedback is a major determinant of feedback effectiveness. There is evidence, however, that not all students engage with feedback well because the transmission, teacher-centred approach overlooks students’ role in feedback processes. This study explores how learner-centred feedback processes could be designed to enhance students’ engagement. Embedded in two-stage assignments, the first step of the design involved peer fe…
Proactive receiver roles in peer feedback dialogue: Facilitating receivers’ self-regulation and co-regulating providers’ learning
Understanding the proactive roles of receivers in peer feedback processes is crucial because proactive recipience carries great potential in enhancing the effectiveness of feedback and supporting self-regulated (SRL) and co-regulated learning (CoRL). However, receiver’s proactivity has been insufficiently explored and the field lacks a clear understanding of how peer feedback receivers could aid academic self-regulation and co-regulation. This st…
A systematic review of the educational uses and effects of exemplars
Disciplinary perspectives on feedback processes: Towards signature feedback practices
Feedback processes are situated within the norms and practices of disciplinary learning activities. Through a sociocultural lens, this study seeks to understand disciplinary feedback possibilities and challenges through a study of four different disciplines at a research-intensive English medium university. Two soft applied and two hard applied disciplines were selected: architecture, education, engineering and medicine. Research methods comprise…
From error-focused to learner-centred feedback practices: Unpacking the development of teacher feedback literacy
Instructional tools and curricular structures to facilitate students’ self-assessment and generation of self-feedback
Making student voice heard in dialogic feedback: Feedback design matters
Introduction Making student voice heard is crucial for productive feedback. However, this is seldom in practice in the exam-oriented context because students lack opportunities and support to give voice in feedback processes. To bridge the gap, this collaborative action research explored how feedback could be redesigned to invite student voice in a Singapore secondary school. Methodology We collaborated with three Social Studies teachers to trans…
A journey towards teacher empowerment in differentiated instruction: Implications for a sustainable teacher professional development model
This article reports a longitudinal case study examining how teachers were empowered to develop their professional capacity to cater for learner diversity through implementing differentiated instruction. Data were collected from multiple sources including lesson co-planning meetings, teacher interviews and lesson observations in a primary school in Hong Kong. The findings suggested a three-stage journey towards teacher empowerment mediated by bot…
Feedback partnerships: Strengthening students’ proactive recipience through co-creating dialogic feedback
While the role of students in feedback is indisputable, developing learners’ proactivity in feedback processes remains challenging. This conceptual paper addresses this issue by proposing feedback partnerships (FP) to strengthen students’ proactive recipience. This approach emphasises a balance of power between students and teachers in feedback dialogue and their collaborative endeavours to co-create productive feedback. FP’s theoretical underpin…
Pedagogy (10 works) · Psychology (10 works) · Reflective Practices in Education (9 works) · Student Assessment and Feedback (9 works) · Computer Science (8 works) · Mathematics education (8 works) · Political science (5 works) · Evaluation of Teaching Practices (4 works) · Higher education (4 works) · Peer feedback (4 works)