Feedback seeking behaviour in higher education: the association with students’ goal orientation and deep learning approach     

Martijn Leenknecht  Priscilla Hompus  Marieke van der Schaaf 《Assessment & Evaluation in Higher Education》2019,44(7):1069-1078

To make sure that feedback fulfils its aspirations, students’ active role in feedback should be acknowledged in higher education: It is students’ uptake of feedback that determines its effectiveness. In this study, feedback seeking behaviour of students is introduced in order to enrich our knowledge about students’ active role in feedback. Goal orientation was studied as antecedent of feedback seeking behaviour, and students’ deep learning approach as a mediating factor. Results indicated that students use both monitoring and inquiry strategies of feedback seeking, but they preferred monitoring. The association between feedback seeking behaviour and goal orientation was stronger for mastery goals than for performance goals. The preference for monitoring is stronger for students with more performance goal orientation. Deep learning approach was found to be a mediator in the relationship between goal orientation and feedback seeking behaviour. It can be concluded that students with the goal to learn from the activity will use more deep learning strategies and will seek more feedback, both in an active and passive way. This effect is less present for students with performance goals.  相似文献   

Peer Assessment Learning Sessions (PALS): an innovative feedback technique for large engineering classes     

L. M. O'moore  T. E. Baldock 《European Journal of Engineering Education》2007,32(1):43-55

This paper reports the development of innovative assessment sessions within two core technical courses in Civil Engineering at the University of Queensland. Peer Assessment Learning Sessions (PALS) facilitate a student's peer assessment of a colleague's problem-based learning assignment or tutorial within a ‘traditional’ whole-class setting, under guidance from the lecturer. The assessment is carried out against worked solutions, with a template marking scheme. Following the class, submissions are reviewed by the lecturer and marks moderated if required. In combination, the review and the PALS provide very clear indication where the class or individuals have misconceptions, and where knowledge is below required criteria. This enables the lecturer to provide an accurate synthesis of these points to the class. Students obtain summative feedback, individual formative feedback and whole-class formative feedback within a few days of submission. This significantly improves student's self-reflection and their review of class material. Feedback is very positive and demonstrated here through the presentation of anonymous survey results. PALS address the challenge of providing frequent, efficient and timely assessment for large classes of 100–200+students while simultaneously enabling and providing high quality formative feedback.  相似文献   

Conditions that enable effective feedback     

Michael Henderson  Michael Phillips  Tracii Ryan  David Boud  Phillip Dawson  Elizabeth Molloy 《高等教育研究与发展》2019,38(7):1401-1416

ABSTRACT

Despite an increasing focus on assessment feedback, educators continue to find that simply replicating an effective feedback practice from one context does not guarantee success in the next. There is a growing recognition that the contextual factors surrounding successful practices need to be considered. This article reports on a large-scale mixed methods project and proposes 12 conditions that enable successful feedback in higher education. The conditions were distilled from seven rich case studies through multiple stages of thematic analysis, case comparison and reliability checking. The conditions were also evaluated by surveying senior leaders of Australian universities. These conditions highlight the importance of carefully designing feedback processes, along with the need for addressing capacity and culture for feedback. This helps to explain why there are such variances in effective feedback across contexts, and offers insight into how it may be achieved.  相似文献   

What’s in a word? Practices associated with ‘feedforward’ in higher education     

Nicola Reimann  Ian Sadler  Kay Sambell 《Assessment & Evaluation in Higher Education》2019,44(8):1279-1290

Abstract

The term ‘feedforward’ is increasingly employed in higher education, and this paper focuses on the way in which it fits into contemporary debates about feedback and its impact on practitioners. Semi-structured interviews were used to investigate the practices academics associate with feedforward and the ways in which their intentions and understandings varied. The term resulted in practices being framed as a process and prompted academics to consider the points in the future when students were expected to deploy information and improve. Three future horizons were identified: the ‘within-module’ future horizon dominated, while the challenges of ‘beyond-module’ and ‘beyond-programme’ horizons became apparent. Written comments, guidance, formative assessment and design practices were associated with feedforward, comprising both transmission and student-focused approaches. It is concluded that the modular system restricts longer-term future horizons and sustainable practices, and more must be done to address the divide between theoretical and practitioners’ perspectives.  相似文献   

Evaluation of 2+2 alternative teacher performance appraisal program in Shanxi,People's Republic of China     

Weiping Wang 《Teaching and Teacher Education》2007

This study examined the impact of the 2+2 Alternative Teacher Performance Appraisal System that has been implemented in Shanxi province in China. A mixed research design was used to evaluate the program. Six high schools and a total of 78 teachers (13 teachers in each school) in Shanxi province were selected. Three of the schools participated in the 2+2 program while another three served as the comparison. The results showed that 2+2 program significantly improved teachers’ professional performance, enhanced teachers’ collaboration, and increased the feedback between the peers.  相似文献   

A feedback model for data-rich learning experiences     

Abelardo Pardo 《Assessment & Evaluation in Higher Education》2018,43(3):428-438

Feedback has been identified as one of the factors with the largest potential for a positive impact in a learning experience. There is a significant body of knowledge studying feedback and providing guidelines for its implementation in learning environments. In parallel, the areas of learning analytics or educational data mining have emerged to explore how to analyse exhaustive digital trails produced by technology mediation to improve learning experiences. Current conceptualisations of feedback do not take into account the presence of these trails nor the presence of knowledge extracted through analytics techniques. This paper presents a model to reconceptualise feedback in data-rich learning experiences. It acknowledges the presence of algorithms to analyse and predict learner behaviour and proposes an integrated view between these elements as part of the feedback process and aspects conventionally present in previous models. This new conceptualisation offers instructors, designers and researchers a framework to formulate feedback processes in scenarios with comprehensive data capturing, while retaining a solid connection with well-established educational theories.  相似文献   

‘It has a purpose beyond justifying a mark’: examining the alignment between the purpose and practice of feedback     

Martina Van Heerden 《Assessment & Evaluation in Higher Education》2020,45(3):359-371

Abstract

Research has shown that written feedback is important for student learning and development. However, the messages embedded in feedback may lead to students being misled about what they need to learn or how they need to develop. This article reports on a small-scale investigation into the messages embedded in feedback. Legitimation Code Theory was used to first conceptualise the often-hidden purpose of a discipline (English Studies), and concomitantly of feedback within the discipline, and second to analyse actual comments given to first-year students on their assignments. It was found that there is a clear misalignment between the purpose and practice of feedback, thereby suggesting that students are receiving misleading messages about what they need for success within the discipline. This may have implications beyond merely passing the module. A suggestion is made to actively consider, and develop, feedback as a discipline-specific literacy.  相似文献   

n台装置搜索两个坏硬币模型B_n的测试过程     

綦明男  王发友 《临沂师范学院学报》1999,(6)

讨论了用n台平行装置搜索两个坏硬币的模型Bn.以tk表示关于模型Bn的一个过程t在k次测试中所能鉴别的最大硬币数目,以nk表示关于模型Bn在k次测试中所能鉴别的最大硬币数目.给出了关于模型Bn的一个过程t,使得tk/nk>0.99　(k≥3)　且limk→∞tknk=1.  相似文献   

Reflection through assessment: A systematic narrative review of teacher feedback and student self-perception     

《Studies in Educational Evaluation》2020

Beginning with two important meta-analyses by Hattie and Timperley (2007) and Shute (2008), the relationship between teacher feedback and student self-perception has received more attention. One way students enact a self-perception is by reflectively writing about their participation within a particular field of study. The current review analyzes how teacher feedback facilitates and supports the formation of self-perception made visible in students’ reflective writing. The following electronic databases were searched up to February 2018: CINAHL, Academic Search Complete, PsycINFO, ERIC, ProQuest Dissertations and Theses, and Google Scholar. Five themes in total were constructed. These themes indicate contexts when feedback might lead to students reflecting through writing on a self-perception. Features of feedback that most likely promote this kind of reflection can be described as: content situated, dialogic, and empathic. As a secondary category of themes, feedback should position students as: fluid and/or vulnerable.  相似文献   

一种新的基于SVM相关反馈的图像检索算法     

白婧文  赵志诚 《人天科学研究》2010,(10):49-51

提出了一种结合颜色和形状特征的图像检索方法,针对传统基于内容图像检索不能很好满足用户需求的问题,提出了一种基于支持向量机（SVM）的相关反馈算法来捕捉用户的检索意图。实验结果证明,算法能发挥用户在检索过程中的作用,具有较好检索性能。  相似文献