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1.
Effective feedback can build self-assessment skills in students so that they become more competent and confident to identify and self-correct weaknesses in their work. In this study, we trialled a feedback code as part of an integrated programme of formative and summative assessment tasks, which provided feedback to first-year students on their initial attempt at a scientific biology report. We investigated the students’ perceptions of the feedback code and associated action plan exercise, and found that the code provided the majority of students with clear feedback, whilst the action plan provided a tool for decoding and interpreting the feedback and ensuring errors were not repeated in a subsequent report. We argue that a feedback code can be a valuable inclusion in a wider programme of feedback provision particularly when it is supported by activities that require students to engage with the codes and feed that learning forward to subsequent tasks. 相似文献
2.
ABSTRACTFeedback is an essential formative assessment practice that has the potential to influence student learning and achievement positively. Providing effective feedback, however, is a challenging task for teachers. Especially beginning teachers struggle with the provision of information that supports students in developing and improving their competences. Learning to provide feedback thus is an important aspect of teacher education. The present exploratory study investigates pre-service chemistry teachers’ practices regarding the judgement of students’ level of achievement and the provision of feedback in the context of the control-of-variables strategy. A sample of N?=?40 bachelor and master students at Kiel University judged students’ written artefacts and provided feedback with the aim to support students in their progression towards the learning goals. The quality of the feedback was coded with respect to its correct judgement of the students’ current levels of achievement and the support it provided regarding next steps in learning. The results show that only a few of the pre-service teachers could correctly judge students’ current levels of achievement and provide feedback that is expected to be effective. Overall, the findings indicate a need for more research in this field and a need for the implementation of formative assessment practices as a topic in pre-service teacher education. 相似文献
3.
Tutors’ intentions when providing feedback may not be accurately perceived and acted on by students. In this study, 19 biological sciences students and six tutors were interviewed concerning the tutor’s intentions when providing specific feedback and the students’ perceptions and usage of that feedback. A phenomenological approach was used to analyse the interview data. Additionally, copies of the documented feedback were examined and the feedback style was classified. Student conceptions of the role of feedback included providing guidance, identifying what the tutor wants and giving meaning to the work to develop learning. Analysis of tutor feedback styles indicates that tutors were focussed on giving praise and correcting misunderstandings in the present assignment. Since developmental aspects of students’ learning were rarely addressed in tutor feedback, these findings suggest some misalignment in feedback provision. Tutors need to provide more guidance to students regarding the use of feedback, possibly by introducing better scaffolding and variation into their feedback. 相似文献
4.
Teachers are not only tasked with communicating facts, figures, and skills to their students, but they are also responsible for equipping students to be self-sufficient learners who believe in their own capacity to learn and improve. In this paper, we propose that written feedback that offers students agency (what we call ‘agentic feedback’) can be a way for teachers to build more independent and self-efficacious learners, and to instill in students the trust that their teacher believes in them. In the first study, we develop a novel qualitative coding scheme to measure the degree of agency offered in teachers’ written feedback (N = 136) and produce a coherent ‘agentic feedback’ variable. In the second study, we find that middle and high school students (N = 1,260) are sensitive to the amount of agency provided in teachers’ feedback: they perceive that agentic feedback affords more choice and requires more effort for revision, encourages greater learning and improvement on writing, and that teachers who offer more agentic feedback have higher expectations. We discuss implications for future research and application in classrooms. 相似文献
5.
In Higher Education, much of a lecturer’s time is spent on supplying students with written comments as a form of feedback on assignments. Although it is clear that students use these comments to make adjustments to their assignments, it is doubtful that these comments create a learning effect. This may indicate that the way feedback is supplied and/or the quality of the feedback lacks information for improving future performance. In this case study, written feedback has been analysed and the perception of students on the quality of written feedback in relation to their learning behaviour has been taken into account. 相似文献
6.
Presentation feedback can be limited in its feed-forward value, as students do not have their actual presentation available for review whilst reflecting upon the feedback. This study reports on students’ perceptions of the learning and feed-forward value of an oral presentation assessment. Students self-marked their performance immediately after their presentation, after reviewing a video recording of their presentation and wrote a reflection relating to their experience. Survey data revealed that most students viewed all aspects of the assessment task positively and they rated the process as providing substantial learning value. They also indicated that the video review and overall assessment exercise provided valuable feed-forward information that would assist them to improve future presentations. These data were further supported by content analysis of the qualitative data. Students noted that they perceived the video review task as self-enabling. They also noted that the self-reflection and self-marking exercise provided time for thought although it was personally challenging. Therefore, via carefully designed assessment, it is possible to provide a deep learning opportunity from oral presentations that can feed-forward to enhance students’ future presentations. 相似文献
7.
Shutao Wang 《Assessment & Evaluation in Higher Education》2020,45(7):973-987
AbstractThe aim of this study was to determine the mediating effect of learning engagement on the relationship between perceived teacher feedback and college students’ academic performance, and the moderating effect of assessment characteristics on the relationship between perceived teacher feedback and learning engagement. A sample of 2,458 students in a university in mainland China was studied. Results indicated that perceived teacher feedback had a positive impact on students’ academic performance; learning engagement had a mediating effect on the relationship between perceived teacher feedback and students’ academic performance; and assessment frequency, difficulty and diversity had moderating effects between perceived teacher feedback and learning engagement. With the three factors of high frequency, difficulty and diversity assessment, perceived teacher feedback was more likely to improve students’ learning engagement. In contrast, feedback without these three factors could decrease or have no impact on students’ learning engagement. This indicates that teacher feedback indirectly affects college students’ academic performance by promoting their learning engagement, and is more effective when the frequency, difficulty or diversity of assessments is high. 相似文献
8.
Student ratings of satisfaction with feedback are consistently lower than other teaching and learning elements within the UK higher education sector. However, reasons for this dissatisfaction are often unclear to teaching staff, who believe their students are receiving timely, extensive and informative feedback. This study explores possible explanations for this mismatch between staff and students’ perceptions of feedback quality. One hundred and sixty-six first year undergraduate students completed a questionnaire detailing their experiences of feedback on coursework before and throughout their first year at university. Results indicate that whilst procedural elements of feedback (timeliness and legibility) are considered satisfactory, past experiences (pre-university) may influence student expectations of feedback. Some students had a severe, negative emotional response to the feedback provided and few students engaged in self-help (independent learning) behaviours to improve their performance following feedback. We consider how changes in feedback practices could improve students’ use of, and satisfaction with, their feedback. 相似文献
9.
Peer feedback is an inherent feature of classroom collaborative learning. Students invariably turn to their peers for feedback when carrying out an investigative task, and this feedback is usually implicit, unstructured and may positively or negatively influence students’ learning when they work on a task. This study explored the characteristics of verbal peer feedback during a collaborative investigative chemistry task involving New Zealand Year 13 students. During the planning stage of the students’ investigation, the discussions of five pairs of students were recorded and then transcribed. Analysis of transcribed verbal data focused on interactions that involved peer feedback along two dimensions, interactive/non-interactive and dialogic/authoritative (Mortimer and Scott, 2003). The findings indicated that although students adopted a predominantly interactive/authoritative communicative approach, with peer feedback as confirmation or evaluation, they are also capable of a more interactive/dialogic exchange, characterised by elaborative peer feedback. We discuss how this dialogic perspective on peer feedback provides an alternative approach to the analysis and study of student–student interactions during science investigations. The findings should be interpreted in light of the limitations in terms of sample size, grouping and specificity of the coding scheme. Implications for teacher practice are discussed in relation to facilitating peer feedback discourse in the science classroom. 相似文献
10.
Ying Zhan 《Assessment & Evaluation in Higher Education》2019,44(7):973-986
Feedback has been increasingly conceptualised as a dialogical process where students interpret the provided information through interaction with comment providers and use it to enhance their learning. A major challenge for the development of sustainable feedback is closely related to how students think about it. This study explored how 25 Chinese university students made sense of instructor and peer feedback following their English group presentations. The findings reveal that most of the participants perceived more judging and encouraging functions of feedback than its improving functions, which reflected their conventional thinking about feedback. Variation also existed in the perceived functions of instructor and peer feedback. Imbalanced power relations, face, group harmony and instructors’ feedback practice as well as students’ past learning and assessment experiences appeared to inhibit the participants from viewing feedback in a sustainable way. This study sheds light on college students’ complex thinking about feedback in a non-Anglophone context which has been neglected in the feedback literature, and has implications for educators and researchers in facilitating sustainable feedback in the Chinese context and the non-Chinese contexts where Chinese students study. 相似文献
11.
Martina van Heerden Sharita Bharuthram 《Assessment & Evaluation in Higher Education》2017,42(6):967-977
Feedback plays an integral role in students’ learning and development, as it is often the only personal communication that students have with tutors or lecturers about their own work. Yet, in spite of its integral role in student learning, there is disagreement between how students and tutors or lecturers perceive the pedagogic purpose of feedback. Central to this disagreement is the role that feedback has to play in ensuring that students produce the ‘right’ kinds of knowledge, and become the ‘right’ kinds of knowers within their disciplines. This paper argues that, in order to find common ground between students and tutors or lecturers on what feedback is for, and how to both give and use it effectively, we need to conceptualise disciplinary knowledge and knowers anew. We offer, as a useful starting point, the Specialisation dimension of Legitimation Code Theory as both practical theory and methodological tool for exploring knowledge and knowers in English Studies and Law as two illustrative cases. The paper concludes that this analysis offers lecturers and tutors a fresh understanding of the disciplinary knowledge and knower structures they work within and, relatedly, a clearer view of the work their feedback needs to do within these. 相似文献
12.
Anna Steen-Utheim Therese N Hopfenbeck 《Assessment & Evaluation in Higher Education》2019,44(1):80-96
Feedback is important for student learning; however, research shows that students can have a number of difficulties when attempting to learn from feedback. Based on an in-depth analysis of undergraduate students’ self-reported reflection logs, we present findings about students’ experiences with oral and written feedback and how they act upon this feedback when a portfolio is the main assessment and learning tool. Our findings indicate that, within our context, students’ overall experiences with receiving feedback are positive. Oral feedback was perceived as particularly valuable to the students while written feedback challenged their understanding. We identified four specific actions the students engaged in to create meaning from the feedback: internal feedback, using oral feedback, initiating dialogue and interacting with peers. The findings indicate that the students take responsibility in the feedback process. The findings are discussed in relation to current perspectives on feedback in higher education. 相似文献
13.
Sara Värlander 《Teaching in Higher Education》2013,18(2):145-156
A growing, but still relatively small body of research underscores the importance of attending to students’ experiences and emotions in higher education. One specific context in which emotions have a focal role is formal feedback situations. The aim of this paper is to provide a literature overview on the role of emotions, in sociology in general and learning in particular, and to draw on this literature in order to tentatively suggest how the role of students’ emotions can increasingly be accounted for in the context of feedback situations. The claim of the paper is that emotions should not be considered as hindering learning. Rather, it underlines the focal role of emotions in learning as being a natural part of it. The paper suggests that learning activities such as ‘feedback preparation activities’ and ‘feedback-on-the-feedback’ can be helpful in order to acknowledge students’ emotions in formal feedback situations. 相似文献
14.
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
15.
Tom Broos Maarten Pinxten Margaux Delporte Katrien Verbert Tinne De Laet 《Assessment & Evaluation in Higher Education》2020,45(6):855-874
AbstractIn this study, we present a case study involving two self-service dashboards providing feedback on learning and study skills and on academic achievement. These dashboards were offered to first-year university students in several study programmes in Flanders, Belgium. Data for this study were collected using usage tracking (N?=?2875) and a survey taken at the beginning of the second year before (N?=?484) and after (N?=?538) the introduction of the dashboards. We found that early dashboard usage is related to academic achievement later in the academic year and that students’ review of the feedback received in the first year improved. Although these results are modest in comparison to how high the bar is sometimes set for learning analytics applications, we argue that low-cost deployments of self-service dashboards are an interesting approach to start building experience with similar tools and to start paving the way for future developments. 相似文献
16.
Kirsten Zimbardi Kay Colthorpe Andrew Dekker Craig Engstrom Andrea Bugarcic Peter Worthy 《Assessment & Evaluation in Higher Education》2017,42(4):625-644
Feedback is known to have a large influence on student learning gains, and the emergence of online tools has greatly enhanced the opportunity for delivering timely, expressive, digital feedback and for investigating its learning impacts. However, to date there have been no large quantitative investigations of the feedback provided by large teams of markers, feedback use by large cohorts of students, nor its impact on students’ academic performance across successive assessment tasks. We have developed an innovative online system to collect large-scale data on digital feedback provision and use. Our markers (n = 38) used both audio and typed feedback modalities extensively, providing 388 ± 4 and 1126 ± 37 words per report for first- and second-year students, respectively. Furthermore, 92% of first year and 85% of second-year students accessed their feedback, with 58% accessing their feedback for over an hour. Lastly, the amount of time students spent interacting with feedback is significantly related to the rate of improvement in subsequent assessment tasks. This study challenges assertions that many students do not collect, or use, their feedback. More importantly, we offer novel insights into the relationships between feedback provision, feedback use and successful academic outcomes. 相似文献
17.
Lawrence A. Leger Karligash Glass Paraskevi Katsiampa Shibo Liu Kavita Sirichand 《Assessment & Evaluation in Higher Education》2017,42(3):329-346
We evaluate feedback methods for oral presentations used in training non-quantitative research skills (literature review and various associated tasks). Training is provided through a credit-bearing module taught to MSc students of banking, economics and finance in the UK. Monitoring oral presentations and providing ‘best practice’ feedback is very resource-intensive. Do we withdraw oral presentations from the module, because best feedback practice is prohibitively expensive in a world of limited resources, or choose a second-best alternative? To what extent might the latter compromise intended learning outcomes? We used the same provision of video feedback for all students but used two verbal feedback regimes. For one regime, we decreased the amount of verbal feedback and increased the number of presentations. The impact was measured by academic outcome, rating scales and questionnaire. Overall satisfaction with the module was very high for both feedback regimes, and there were no statistically significant differences between regimes, suggesting that less resource-intensive methods need not compromise learning outcomes. 相似文献
18.
E. Alpay P. S. Cutler S. Eisenbach A. J. Field 《European Journal of Engineering Education》2010,35(1):17-32
We describe and evaluate an approach to student learning that aims to instil a culture of formative assessment based on peer-assisted learning. The idea is for suitably qualified undergraduates to assist in the running of weekly first-year tutorials. They mark submitted work, provide written and verbal feedback and lead problem-solving discussions during tutorials. However, contrary to normal practice, the marks they award do not contribute to the students’ end-of-year total; all tutorial work becomes essentially voluntary. We report results from a pilot implementation of the scheme over a 12 month period in an engineering department at a leading academic institution. The scheme was such that a comparative and triangulated assessment was possible among the students and tutor team. Results show no discernible degradation in student attendance, submission rates and performance in either the weekly exercises or end-of-year examinations. Important benefits to the peer tutors are also found. 相似文献
19.
David Nicol Avril Thomson Caroline Breslin 《Assessment & Evaluation in Higher Education》2014,39(1):102-122
Peer review is a reciprocal process whereby students produce feedback reviews on the work of peers and receive feedback reviews from peers on their own work. Prior research has primarily examined the learning benefits that result from the receipt of feedback reviews, with few studies specifically exploring the merits of producing feedback reviews or the learning mechanisms that this activates. Using accounts of their experiences of peer review, this study illuminates students’ perceptions of the different learning benefits resulting from feedback receipt and feedback production, and, importantly, it provides insight into the cognitive processes that are activated when students construct feedback reviews. The findings show that producing feedback reviews engages students in multiple acts of evaluative judgement, both about the work of peers, and, through a reflective process, about their own work; that it involves them in both invoking and applying criteria to explain those judgements; and that it shifts control of feedback processes into students’ hands, a shift that can reduce their need for external feedback. The theoretical and practical implications of these findings are discussed. It is argued that the capacity to produce quality feedback is a fundamental graduate skill, and, as such, it should receive much greater attention in higher education curricula. 相似文献
20.
There is a paucity of studies assessing graduates’ perceptions of experiential learning and its effectiveness in preparing them for practice. This information would be important in informing changes to the experiential learning component of pharmacy education. We present Part 2 of a mixed-methods study involving graduates to obtain feedback on their experiential learning experience. Online survey responses and qualitative interviews provided suggestions on improving the experiential learning,which included adopting block placements which would allow for a better placement experience. Having a pre-registration trainee present was beneficial, highlighting the possible value of adopting a tiered-teaching model. Given the poor experience at certain placement sites, quality assurance measures should be adopted to ensure tutors and sites are suited and able to train students for the real-world. The majority wanted feedback from tutors, and indeed this should be formalised as it is a key component in the experiential learning cycle. 相似文献