Additional Contact Information
j.wood@bangor.ac.uk
In my current and ongoing research, I investigate the wicked problem of how to design and develop assessment and feedback environments and practices that transform the experience of assessment and feedback for staff and students to one in which students are agentic and empowered in seeking, generating and using feedback to enhance their learning.
I am interested in taking on Ph.D. students on topics related to assessment and feedback, technology-enhanced and online learning and higher education.
Qualifications
- PhD: A Dialogic, Technology-Mediated Approach to Supporting Feedback Engagement in a Higher Education Context: Perceived Effects on Learners’ Feedback Recipience
University College London, 2013–2020 - MA: MA TESOL
University College London, 2012 - Diploma in Teaching English to Speakers of Other Languages (DELTA) Modules 1, 2, and 3.
2010 - Post Graduate Certificate in Education (Upper Primary)
Aberystwyth University, 2008 - BA: Politics (International Relations) and Philosophy
University of Reading, 1997
Postgraduate Project Opportunities
I am willing to supervise a PhD
Publications
2023
- PublishedEnabling feedback seeking, agency and uptake through dialogic screencast feedback
Wood, J., Jun 2023, In: Assessment and Evaluation in Higher Education. 48, 4, p. 464-484
Research output: Contribution to journal › Article › peer-review
2022
- E-pub ahead of printSupporting the uptake process with dialogic peer screencast feedback: a sociomaterial perspective
Wood, J., 27 Feb 2022, (E-pub ahead of print) In: Teaching in Higher Education. 23 p.
Research output: Contribution to journal › Article › peer-review
2021
- PublishedA dialogic technology-mediated model of feedback uptake and literacy
Wood, J., 3 Jan 2021, In: Assessment and Evaluation in Higher Education. 46, 8, p. 1173-1190 17 p.
Research output: Contribution to journal › Article › peer-review - PublishedMaking peer feedback work: the contribution of technology-mediated dialogic peer feedback to feedback uptake and literacy
Wood, J., 28 Apr 2021, In: Assessment and Evaluation in Higher Education. 47, 3, p. 327-346 19 p.
Research output: Contribution to journal › Article › peer-review
Activities
2023
- Improving feedback literacy through sustainable feedback engagement practices
Feedback is essential for supporting learning in higher education, but many students struggle to develop sustainable skills for seeking, engaging with, and using feedback effectively. Often, students do not access feedback or do not use it to improve their learning, even when formative assessment is available. Some researchers suggest that students need to develop ‘feedback literacy’ before learners can benefit from feedback. However, in this presentation, I will argue that feedback literacy and receptivity can emerge from deploying well-designed technology mediated feedback practices that involve dialogue, collaboration, and reflection. I will show how these practices can help students understand how to learn from feedback, what makes feedback useful, how to judge their own and others’ work, and how to plan and act on feedback. I will also explore how social and non-human factors can influence learners’ agency and engagement with feedback, both positively and negatively. Finally, I will discuss how technologies can enhance learners’ feedback skills and foster relationships and communities that support learning, and emotional well-being.
11 Aug 2023
Activity: Invited talk (Invited speaker)
2022
- What if relational approaches to teaching in higher education don’t always have to involve the teacher?
Blog post for Teaching in Higher Education Blog.
12 Apr 2022
Links:
Activity: Types of Public engagement and outreach - Media article or participation (Contributor) - Workload sustainable assessment
In this panel I talked about how we can develop workload sustainable formative assessment practices by developing and working with learners' agency in the feedback process.
2022
Activity: Invited talk (Speaker)