AbstractStudent feedback literacy denotes the understandings, capacities and dispositions needed to make sense of information and use it to enhance work or learning strategies. In this conceptual paper, student responses to feedback are reviewed and a number of barriers to student uptake of feedback are discussed. Four inter-related features are proposed as a framework underpinning students’ feedback literacy: appreciating feedback; making judgments; managing affect; and taking action. Two well-established learning activities, peer feedback and analysing exemplars, are discussed to illustrate how this framework can be operationalized. Some ways in which these two enabling activities can be re-focused more explicitly towards developing students’ feedback literacy are elaborated. Teachers are identified as playing important facilitating roles in promoting student feedback literacy through curriculum design, guidance and coaching. The implications and conclusion summarise recommendations for teaching and set...
ABSTRACTIn light of a growing emphasis on student-centred learning approaches, feedback is viewed as an activity that has potential to facilitate higher education students’ explorations of knowledge contents and practices. However, research shows that feedback does not always lead to the expected student engagement. This qualitative study proposes a feedback conceptualization informed by sociocultural notions, in which students co-construct meaning from the teacher’s feedback comments through in...
Last. Negin Mirriahi(UniSA: University of South Australia)H-Index: 15
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There is little debate regarding the importance of student feedback for improving the learning process. However, there remain significant workload barriers for instructors that impede their capacity to provide timely and meaningful feedback. The increasing role technology is playing in the education space may provide novel solutions to this impediment. As students interact with the various learning technologies in their course of study, they create digital traces that can be captured and analyse...
Last. Ernesto Panadero(UAM: Autonomous University of Madrid)H-Index: 26
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Evaluative judgement is the capability to make decisions about the quality of work of oneself and others. In this paper, we propose that developing students’ evaluative judgement should be a goal of higher education, to enable students to improve their work and to meet their future learning needs: a necessary capability of graduates. We explore evaluative judgement within a discourse of pedagogy rather than primarily within an assessment discourse, as a way of encompassing and integrating a rang...
AbstractFeedback 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 ...
Last. Siân E. Jones(Lond: University of London)H-Index: 9
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Students studying at universities in England have been defined as customers by the government since the introduction of student tuition fees. Although this approach has been rejected by educators, there is a lack of empirical evidence about the extent to which students express a consumer orientation and its effects on academic performance. These issues were examined in the current study by surveying 608 undergraduates at higher education institutions in England about their consumer attitudes and...
#1Mitchell Parkes(UNE: University of New England (Australia))H-Index: 5
#2Peter Fletcher(UNE: University of New England (Australia))H-Index: 3
AbstractThis paper reports on the findings of a three-year longitudinal study investigating the experiences of postgraduate level students who were provided with audio feedback for their assessment. Results indicated that students positively received audio feedback. Overall, students indicated a preference for audio feedback over written feedback. No statistically significant differences were found between male and female students’ attitudes, suggesting that both sexes held similar attitudes tow...
Students’ beliefs about the nature of knowledge and knowing frame how they interpret their educational experience and their approaches to, and perspectives on, learning, teaching and assessment. This paper draws on previous research identifying the ways of knowing of undergraduates on entry to a UK post-92 university, findings from which confirm the prevalence of absolute beliefs in which knowledge is viewed as certain, uncontested and students are largely authority-dependent. Student perspectiv...
AbstractFeedback is an emotional business in which personal disposition influences what is attended to, encoded, consolidated and eventually retrieved. Here, we examine the extent to which students’ perceptions of feedback and their personal dispositions can be used to predict whether they appreciate, engage with and act on the feedback that they receive. The study is framed in psychological theories of mindset, defensive behaviours and new psychometric measures of the psychological integration ...
AbstractThe analysis of exemplars is a potentially powerful way of acquainting students with academic standards and supporting their capacities to make informed academic judgements. This paper investigates the role of dialogue in supporting students to develop their appreciation of the nature of quality work. The research derives from a project involving nine teachers in a Faculty of Education, and uses data from a single case to analyse the dialogic use of exemplars. The findings illustrate how...
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 o...
In higher education, one commonly used teaching approach that is intended to develop deep learning is that of the ‘Oxford’ tutorial—a personalized Socratic approach in which an instructor discusses course-related issues with a handful of students. Even though this conventional tutorial model is well supported in the literature, it may be neglected by research-driven academics and is expensive to operate. The latter issue has placed tutorials in the spotlight because higher education institutions...
Abstract The ability to seek feedback about one’s learning is an essential skill for independent learners. Although educational researchers have focused on feedback assigned to students, little research has investigated feedback-seeking, and no previous investigation has explored feedback-seeking in relation to both learning and age. This secondary data analysis study examines the effect of age on choices to seek critical feedback and to revise as well as on learning outcomes for n = 764 student...
Recent research has foregrounded the importance of student engagement with feedback on writing (Quinton & Smallbone, 2010; Zhang & Hyland, 2018; Handley, Price, & Millar, 2011). At the same time, t...
#2Susan M. Howitt(ANU: Australian National University)H-Index: 28
Last. Sara Murray(ANU: Australian National University)
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One goal of higher education is the development of students’ evaluative judgement, that is, the capacity to make judgements of the quality of work done by oneself and others. Supporting students to...
While there is now extensive research on feedback in the context of higher education, including pre-service teacher education, little has been reported regarding the use of feedback from teachers to other teachers. Moreover, literature on the potential advantages that the use of technology, for example electronic portfolios and learning analytics, has in improving feedback in the in-service workplace practices, is also sparse. Therefore, the aim of this exploratory case study was to explore how ...
#1Andrew Potter(UD: University of Delaware)H-Index: 1
#2Joshua Wilson(UD: University of Delaware)H-Index: 11
Automated Writing Evaluation (AWE) provides automatic writing feedback and scoring to support student writing and revising. The purpose of the present study was to analyze a statewide implementation of an AWE software (n = 114,582) in grades 4-11. The goals of the study were to evaluate (a) to what extent AWE features were used, (b) if equity and access issues influenced AWE usage, and (c) if AWE usage was associated with writing performance on a large-scale state writing assessment. Descriptive...
Last. David Boud(UTS: University of Technology, Sydney)H-Index: 77
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Recent growth in research on feedback has focussed on the importance of developing student feedback literacy. That is, the capabilities students need to make good use of feedback processes. To date...
BACKGROUND Feedback was the backbone of educational interventions in clinical settings. However, it was generally misunderstood and demanding to convey out effectively. Nursing students were not confident and did not feel free to practise clinical skills during practical placements because of the nature of the feedback they received whilst in these placements. Moreover, they experienced feedback as a barrier to completing practical workbooks. OBJECTIVE The purpose of this article was to report o...
#2David Boud(UTS: University of Technology, Sydney)H-Index: 77
Recent feedback literature emphasises the active role of learners in feedback processes and a programmatic approach to feedback design. This conceptual paper argues for the importance of ipsative p...
The unexpected COVID-19 pandemic posed significant challenges to teachers’ feedback-giving practice. This study reports on an inquiry into 16 Chinese EFL teachers’ feedback changes during the pandemic, with a focus on whether and how the teachers changed their feedback practice when a range of digital assessment tools and online instructional technologies were introduced to them. Data were gathered through semi-structured interviews and artifacts, including the course materials and screen record...