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ABSTRACTWomen are underrepresented in Science, Technology, Engineering and Mathematics subjects with more girls leaving these subjects at every stage in education. The current research used a scenario methodology to examine the impact of teacher feedback on girls’ and boys’ choices to study a specific science subject, engineering. British participants aged 13 (N?=?479) were given scenarios where a new teacher encouraged them to take engineering using person feedback which focussed on their abilities, process feedback which focussed on their effort levels or gave them no reason. Results suggested that both boys and girls were more likely to select to study engineering when they received person feedback rather than process or no feedback. Young people also thought that ability was more important to being successful in science than in non-science subjects.This suggests young people feel that ability is needed to succeed in science subjects and person feedback can lead them to believe that they have this ability. Therefore, teacher feedback which gives ability attributions for possible success could be used to encourage more young people to persist in science. However, the potentially negative longer term outcomes of ability attributions and how they may be negated are also discussed. 相似文献
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Renske A.M. de Kleijn M. Tim Mainhard Paulien C. Meijer Mieke Brekelmans Albert Pilot 《Assessment & Evaluation in Higher Education》2013,38(8):1012-1026
A growing body of research has investigated student perceptions of written feedback in higher education coursework, but few studies have considered feedback perceptions in one-on-one and face-to-face contexts such as master’s thesis projects. In this article, student perceptions of feedback are explored in the context of the supervision of master’s thesis projects, using review studies with respect to effective feedback in coursework situations. Online questionnaires were administered to collect data from three cohorts of master’s students who were either working on their thesis or had recently finished it (N?=?1016). The results of the study indicate that students perceive the focus of feedback in terms of a focus on task and self-regulation; they perceive the goal-relatedness of feedback in terms of feed up (goal-setting) and feed back-forward (how am I going and where to next?); and elaboration of feedback is perceived in terms of positive and negative feedback. Furthermore, students that perceive the feedback to be positive, and to provide information on how they are going and what next steps to take, are the most satisfied with their supervision and perceive they are learning most from their supervisor. The findings are discussed in relation to findings in coursework settings, and are explained using goal orientation theories. 相似文献
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Since the introduction of the National Student Survey (NSS) in 2005, like many other institutions, the university where this study took place has expended substantial effort in improving the quality of feedback to students. However, despite much research, changes in pedagogical approaches and shifts in conceptual understanding related to feedback practice, assessment and feedback still receive the lowest satisfaction ratings in the NSS. Lecturers are discouraged when students fail to take note of their feedback, or sometimes do not collect assignments that have been marked. Understanding why feedback is not always acted upon remains an important area for researchers. This paper reports on an in-depth interview study with 14 final year undergraduates, reflecting on their perceptions of feedback written on marked assignments, by selecting examples of what they considered to be ‘good’ and ‘bad’ work. Findings suggested that emotional reactions play a significant part in determining how students will act on the feedback they receive, and the concept of ‘emotional backwash’ is introduced. 相似文献
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Assessment feedback allows students to obtain valuable information about how they can improve their future performance and learning strategies. However, research indicates that students are more likely to reject or ignore comments if they evoke negative emotional responses. Despite the importance of this issue, there is a lack of research exploring if certain types of students are more likely to experience negative emotional responses than others. This study builds on extant qualitative studies through a quantitative examination of two previously identified student variables: different citizenship backgrounds (domestic and international) and different grade expectations (higher or lower than expected). The participants were 4514 students from two Australian universities. Analysis of survey data revealed that, regardless of language experience, international students were more likely than domestic students to find feedback comments to be discouraging, upsetting and too critical. Students who received grades lower than they expected on a particular assessment task were more likely than students who received grades higher than they expected to feel sad, shameful and angry as a result of the feedback comments. This paper concludes with several recommendations, including the need to modify assessment feedback practices in order to be sensitive to different student cohorts. 相似文献
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The impact of two types of written feedback (process-oriented, grade-oriented) on changes in mathematics achievement, interest and self-evaluation was compared – with a particular focus on the mediating role of feedback’s perceived usefulness. Participants, 146 ninth graders (aged 14 to 17?years), were assigned to either a process-oriented or a grade-oriented experimental feedback condition. They worked on mathematics tests, received feedback on their test results and completed surveys measuring feedback’s perceived usefulness, interest and self-evaluation. Results of path analysis showed that process-oriented feedback was perceived as more useful than grade-oriented feedback and that feedback’s perceived usefulness had a positive effect on changes in achievement and interest. Consistent with this, process-oriented feedback had a greater positive indirect effect than grade-oriented feedback on changes in mathematics achievement and interest via its perceived usefulness. There were no such effects on changes in self-evaluation. Potential explanations for these findings, educational implications and possible directions for future research are discussed. 相似文献
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Theories of learning emphasize the importance of both the cognitive and affective state of the learner. The current study focused on children’s affective reactions to corrective feedback during mathematics problem solving. Eighty-seven elementary school children (M age = 7.6 years, 41% female, 68% White) solved mathematical equivalence problems during an online video call and received trial-by-trial feedback on their answers. Trained researchers used children’s facial expressions, tone of voice, and verbal statements to quantify their positive and negative affect on each trial. Overall, children tended to express more positive affect than negative affect. However, negative affect was more prominent when the child was incorrect and received negative feedback, and higher negative affect was associated with lower accuracy and lower persistence on the task. These results provide novel empirical evidence for the role of emotions during children’s STEM learning in a non-evaluative context. 相似文献
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Assessment is a crucial part of degree programmes in higher education. While previous research has been primarily concerned with PhD thesis assessment practice in western countries, this article considers the focus and assessment criteria of 40 examiner reports on master’s dissertations in translation studies at a Chinese university. The results indicate that these examiners structured their reports in four rhetorical moves: ‘preparing the candidate for a decision’, ‘expressing an evaluation’, ‘conveying the decision’, and ‘making recommendations’. These examiners appeared to place more emphasis on the expression of ideas, rather than on the accuracy and originality of those ideas. They apparently adopted flexible working criteria, assessing the dissertations based on institutional requirements and on their own experience. This article concludes with a discussion of implications for dissertation writing. 相似文献
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Inquiring into children’s experiences of teacher feedback: reconceptualising Assessment for Learning
Eleanore Hargreaves 《牛津教育评论》2013,39(2):229-246
Few previous studies have explored in detail how children respond affectively and cognitively to feedback in the normal interactions of the primary school classroom and how they relate feedback to their sense of autonomy. This paper reports on a longitudinal study of nine ‘profile’ children aged 9 to 10 years in a UK school. They were observed and video-filmed in threes, twos or individually during literacy and numeracy lessons across two terms from January to July 2010. The video-recordings were shown later the same day to the children who had been filmed, being stopped at frequent intervals to allow the participants to comment on specific feedback incidents. The children claimed that learning was frustrated by overly directive feedback and that their learning benefited when the teacher’s feedback included substantial but not burdensome detail. The children felt their learning was supported by feedback reminder cues and they noticed that negative and positive feedback provoked emotions which could interfere with or support learning. The article concludes by suggesting that Assessment for Learning might be conceptualised as a classroom conversation in which children as well as teachers assess how teacher feedback relates to children’s learning, which would itself constitute a major contribution to their autonomous learning. 相似文献
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Mohammad Rahimi 《Reading and writing》2009,22(2):219-243
The purpose of the present study was to investigate the impact of feedback on writing accuracy over time and examine the relevance
of the students’ mother tongue to the feedback effect. To this end, the study compared two groups of Iranian English majors
(N = 56) over a period of four months: one with indirect grammar feedback and the other with no grammar feedback whatsoever.
The results of the study did not show a significant effect for the teachers’ feedback. However, the results showed a main
effect for practice and the interaction of practice and feedback as a result of which both groups improved their writing accuracy
over the course of one semester, with the feedback group making more improvement. The results also showed significant differences
between the two groups in reducing their errors in various grammatical categories. The study further revealed that the success
ratio of error reduction in each category was highly sensitive to cross-linguistic differences. The students’ views, elicited
after the study, support the findings obtained from the analysis of the quantitative data. 相似文献
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Peter Hudson 《Teachers and Teaching》2016,22(2):219-234
Mentors’ feedback can assist preservice teachers’ development; yet feedback tends to be variable from one mentor to the next. What do mentors observe for providing feedback? In this study, 24 mentors observed a final-year preservice teacher through a professionally video-recorded lesson and provided written notes for feedback. They observed the lesson for a second time and focused their feedback on the preservice teacher’s questioning only. Findings showed that the mentors’ written feedback varied considerably when open observations occurred. However, there were fewer items when they focused on one teaching practice (i.e. questioning), which also provided a deeper analysis of this specific practice. Research is required around the dimensions of observations (i.e. visual, auditory and conceptual), observations of specific practices, and methodological approaches for observing and collecting data about a preservice teacher’s practice. 相似文献
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Shulin Yu Yiran Zhang Yao Zheng Kaihao Yuan 《Assessment & Evaluation in Higher Education》2019,44(1):50-65
While research on peer feedback in second language (L2) writing at university/college level has proliferated, scholars have conducted less research on peer feedback in L2 academic and scholarly writing. Drawing upon multiple sources of data including semi-structured interviews, stimulated recalls, online interviews via WeChat, first and revised drafts of master’s theses, peer written feedback, audio-recordings of oral peer feedback conferences and the finalised master’s theses, this case study examines how three master’s students affectively, behaviourally and cognitively engaged with peer feedback on drafts of their thesis in a Master of Education programme at a Macau university. The findings show that the relationship between sub-constructs within each dimension and the relationships between the three dimensions of student engagement were interconnected in a dynamic and complex way. While there were individual differences among the three students’ engagement, their affective engagement could promote or negatively influence their behavioural and cognitive engagement. This study builds our understanding of the multifaceted nature of master’s students’ engagement with peer feedback. It provides pedagogical implications about how peer feedback can enhance the quality of master’s students’ academic writing and sheds light on how to guide students to establish scholarly learning communities in higher education. 相似文献
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Cheryl Wei-yu Chen 《Asia Pacific Education Review》2010,11(2):151-158
This study reported how ten Taiwanese Master’s students perceived their experiences of receiving feedback given by their peers
and writing consultants to revise a shortened version of their thesis proposals. Collected over the course of one semester,
data included students’ writing portfolios and interviews with them. Analysis of the data revealed three major themes: (1)
The participants felt quite positive about providing and receiving peer feedback, although they seemed cautious toward language-related
peer comments; (2) they generally had positive experience with the writing consultants, although the perceived usefulness
of the consultants’ feedback varied with individual consultants and (3) the two types of comments served different functions
for students, and questions arose from the peer editing process could serve as prompts for writing consultation sessions.
Possible future research directions as well as pedagogical implication are outlined to conclude the paper. 相似文献
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Despite the potential benefits of assignment feedback, learners often fail to use it effectively. This study examines the ways in which adult distance learners engage with written feedback on one of their assignments. Participants were 10 undergraduates studying Spanish at the Open University, UK. Their responses to feedback were elicited by means of student-generated screencast (Jing®) recordings in which students talked through the feedback written by their tutors. The recordings were analysed in terms of the students’ cognitive, affective and metacognitive responses to the tutors’ feedback. Results show that, while students do engage with tutor feedback and make active efforts to integrate it, they sometimes use ineffective strategies, especially when tutor and student make different assumptions about the role of feedback. The richness of the data obtained from the Feedback on feedback (F on F) method suggests that it has the potential to promote much needed feedback dialogue between students and tutors. 相似文献
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Bart Huisman Nadira Saab Jan van Driel Paul van den Broek 《Assessment & Evaluation in Higher Education》2018,43(6):955-968
Within the higher education context, peer feedback is frequently applied as an instructional method. Research on the learning mechanisms involved in the peer feedback process has covered aspects of both providing and receiving feedback. However, a direct comparison of the impact that providing and receiving peer feedback has on students’ writing performance is still lacking. The current study compared the writing performance of undergraduate students (N = 83) who either provided or received anonymous written peer feedback in the context of an authentic academic writing task. In addition, we investigated whether students’ peer feedback perceptions were related to the nature of the peer feedback they received and to writing performance. Results showed that both providing and receiving feedback led to similar improvements of writing performance. The presence of explanatory comments positively related both to how adequate students perceived the peer feedback to be, as well as to students’ willingness to improve based upon it. However, no direct relation was found between these peer feedback perceptions and students’ writing performance increase. 相似文献
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Panadero Ernesto Pérez Daniel García Ruiz Javier Fernández Fraile Juan Sánchez-Iglesias Iván Brown Gavin T. L. 《European Journal of Psychology of Education - EJPE》2023,38(3):1031-1051
European Journal of Psychology of Education - This study explores the effects of feedback type, feedback occasion, and year level on student self-assessments in higher education. In total, 126... 相似文献
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Effectiveness of feedback: the students’ perspective 总被引：2，自引：1，他引：1
While effective feedback has frequently been identified as a key strategy in learning and teaching, little known research has focused on students’ perceptions of feedback and the contribution feedback makes to students’ learning and teaching. This reported qualitative study aims to enrich our understanding of these perceptions and importantly to provide insight into the meaning of ‘effective’ when related to feedback. The study involved four focus groups of undergraduate students of varying levels and from a range of Schools completing degrees in the Faculty of Health Sciences, University of Sydney. Students’ perceptions relating to a definition of feedback, how they use it and preferences for delivery were prompted by the facilitators. Thematic analysis resulted in three key dimensions: perceptions of feedback, impact of feedback and credibility of feedback. The analysis demonstrated that effectiveness of feedback extends beyond mode of delivery and timeliness to include the credibility of the lecturer giving the feedback. The role of effective feedback includes not only enhancing learning and teaching but also facilitating the transition between school and university. 相似文献
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“M en say they hate to shop,”says Zhukin,C ity U niversity of N ewY ork Sociology (社会学) professor. “Y et w hen you ask them deeperquestions,it turns out that they like to shop.M en generally like to shopfor books, m usic and hardw are. But ifyou ask them aboutthe shoppingthey do for books or m usic, they ll say, ‘W ell, thats not shopping.Thats research.’”In other words,what m en and w om en call “buying things”and howthey com plete thattask are different.W om en will wander thr… 相似文献
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