Call for Proposals
｜GUIDE｜
Special issue Preparation:
Generative Artificial Intelligence (GenAl) has emerged as a groundbreaking advancement in the field of Al due to its capability to generate human-like texts based on large language models. In the field of assessment in higher education, recent discussions focus on GenAl-generated assessment tasks, automated grading and academic integrity. Nevertheless, despite the significant role of feedback in learning and the affordances of GenAl for feedback, more research is needed to explore its potential. The advent of GenAl has expanded the meaning of feedback beyond the traditional focus on human feedback and posed opportunities and challenges to teachers and students in feedback practices.
Such feedback practices could exhibit unique patterns and require teachers and students to think and act differently when engaging with them. Despite this, a critical gap exists since there is currently no dedicated journal issue that synthesises theoretical and empirical research on how teachers and students adapt their feedback beliefs and practices to a GenAl world.
Subthemes
investigating teachers' beliefs and practices of using GenAl for feedback across disciplines and cultural contexts and revealing the feedback adaptations they make in their existing assessment system.
examining students' beliefs and self-directed use of GenAl for feedback and factors mediating their feedback beliefs and usage.
interpreting new dimensions of teacher feedback literacy specific to a GenAl context, such as customisation for individual feedback needs and prompt engineering, to establish conducive conditions for students to use feedback for their learning effectively.
identifying the specific features of student feedback literacy in a GenAl context, such as prompting skills, evaluative judgement and awareness of academic integrity, to enable students' productive and responsible feedback usage and capturing its developmental trajectory across course space and time.
exploring the partnership between teachers and students in the GenAl-assisted feedback process and the strategies to enhance such partnership.
designing GenAl-assisted feedback interventions to enhance both teacher and student feedback literacy and improve learning effectiveness.
Timeline
Phase 1: Abstract Submission and Screening
Deadline: 2 August 2024
Submit the abstracts (200-400 words) to zhanying@eduhk.hk with the subject (i.e., AEHE special issue_ corresponding author name
Notification of accepted abstracts:
6 September 2024
Phase 2: Manuscript Submission and Review
Deadline: 31 January 2025 (negotiable case by case )
Submit the papers through the online submission link provided by Assessment & Evaluation in Higher Education and select our special issue theme during submission
Authors will go through the regular review process and publish their papers online first when they are accepted by the journal
Expected publication of special issue:
December of 2025
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