Understanding Student’s Conceptions of Feedback to Improve the Student Learning Experience. (original) (raw)
Related papers
Enhancing Learning and Teaching through Student Feedback in Social Sciences
2013
A survey of student teachers' experience midway through their four-year degree programme at the National Institute of Education (NIE), an institute of the Nanyang Technological University (NTU) Singapore, was conducted in September 2010. The students began their course in July 2008. The purpose of the survey was to assess the students' academic learning outcomes (professional growth) and their values and beliefs (professional identity). The survey also gauged the students' level of satisfaction with the programme in terms of the quality of their learning experiences. In the area of academic and professional growth, the students felt that the content coverage and depth, as well as perceived relevance to their teaching subjects, were all within their expectations. Specifi cally, the areas relating to 'developing content knowledge' and 'understanding learners and learning' were well covered in the fi rst two years of the programme. The students were generally satisfi ed with the facilities and resources on the NIE campus.
Using feedback to promote learning: student and tutor perspectives.
This paper summarises a study of students’ and staff perceptions and experiences of assessment feedback practice across a post-1992 university. Phases 1 and 2 of the project gathered students’ and academic colleagues’ views on assessment feedback practice. Focus groups were then carried out with students and one discussion was video recorded for subsequent use in workshops with faculty colleagues. Students’ and staff’s thoughts on issues militating against good assessment feedback practice were gathered, commented on, analysed, and reported back to the faculties. The student focus groups provided interesting insights as to how students perceive and receive feedback which were classifi ed as being related to content, clarity and style. It was established that, with very few exceptions, issues and good practice in assessment feedback can be generalised across disciplines and, in the main, staff and students share their perceptions of what constitutes good assessment feedback.
Practising what we preach: towards a student-centred definition of feedback
Teaching in Higher Education, 2014
Students appear to have an almost insatiable appetite for receiving feedback and the scholarly literature has acknowledged its central importance for learning. And yet there is no widely accepted definition of feedback, most definitions reflecting the perspective of the teacher rather than student. When staff at the University of New South Wales who had put a lot of time into providing feedback nevertheless failed to score highly on the course satisfaction survey question on feedback, staff conjectured that their students might not recognize what they are providing as constituting feedback. A study was undertaken to find out just how students would define feedback. This article provides the background to the study, describes its design and presents the definition of feedback as conceptualised by the students, and then considers its significance.
THE VALUE AND TOPICALITY OF FEEDBACK IN IMPROVING THE LEARNING PROCESS
2020
Feedback delivery is an integral part of the learning process, which provides an effective teaching and learning process. Although students are primarily targeted to get a mark, there are a number of strategies that can be used to maximise students' involvement in the learning process, including providing effective feedback. Purposeful use of feedback through the pedagogical process contributes to a more active involvement of students by developing metacognitive skills (Nicol & Draper, 2008). It is important to encourage students, in the learning process and outside it, to ensure reflection on feedback comments and to give preliminary assessment (Taras, 2003). The aim of the article is to update the importance of feedback in the pedagogical process by identifying theoretical regularity in the interpretation of the concept of feedback, as well as undertaking empirical research to clarify students' views on feedback and the effectiveness of its application in the learning process.
Engineering Education, 2011
Regardless of the institution or discipline, the UK's National Student Survey (NSS) has consistently highlighted that the level of student satisfaction about the feedback they receive is notably lower than for other aspects of their learning experience. This study explored how students understand concepts and practices rated through NSS questions evaluating feedback practices in higher education. Drawing on questionnaires completed by first, third and fourth year Chemical Engineering students, the study calls into particular question the reliability of NSS data on promptness of feedback. In conclusion, it calls for greater attention to be paid at institutional level to the identification and management of students' perceptions and expectations of the process, content and outcomes of feedback.
Reframing the effectiveness of feedback in improving teaching and learning achievement
International Journal of Evaluation and Research in Education (IJERE), 2020
Student feedback is established as an imperative learning and teaching technique, but feedback from students is less likely. The potential of feedback to boost learning outcomes refers to scholarly writing and is considered together as one of the most impressive methods for enhancing the success of students. In education, there is, nevertheless a lack of clarification about what feedback means and far less clarification on how one should interpret it. Feedback guides students to learn and supports them in order to achieve the aim of the lesson. The goal of this paper is to discuss teacherwritten reviews and obstacles to student feedback in order to recognise the usefulness of feedback in the education domain. Feedback from students illustrates the comprehensions, boundaries and features that knowledge should be compiled and employed to establish work or learning approach. The assessment study renders the appropriate feedback, and, in this manner, the students learn how to accomplish their learning goals. While feedback is not exclusively evaluated, these are the essential ingredients of making evaluation a mechanism for teachers' and students' future learning.
Students' perceptions and their own conception of learning are guided by feedback received on assessment. Studies provide evidence that feedback is valued by students; however, they are also often dissatisfied with the feedback provided. While many research studies have focused on effective feedback, very few studies to date have focused on incorporating students' perceptions and experiences of feedback to improve teaching and learning with a disciplinary focus. A recent investigation focused on the effectiveness of current feedback strategies and how these impacted on students and contributed to engaging them in their learning.
Exploring Guiding Principles of Feedback with Students and Teachers
This paper explores choices of feedback, the use of motivational strategies to increase the effectiveness of feedback, and the importance of understanding student / teacher beliefs about learning. One guiding principle of feedback is that it motivates students to change and improve. Dornyei (2001) describes human behavior as consisting of direction and magnitude (intensity), with motivation concerning both of these. Motivation helps to determine the choice of a particular action, and affects the effort and persistence expended on it. Given that teachers are often making choices for their students, one theoretical approach that can help formulate reflective understanding and action, is the Self Determination Theory of Deci & Ryan (2002). In SDT, motivation can be seen as extrinsic when externally regulated by the teacher, and intrinsic, where the learner is self-determined and self-motivated to participate in and complete a task. In the ideal learning situation the choices and approaches made by the teacher can contribute to the intrinsic motivation of the student. At the other end of the spectrum is a learning situation where choices made by the teacher affect student motivation less positively because they are seen as externally regulated. When student`s fail to identify with a task, they are sometimes less selfdetermined to expend energy on it, which is a condition of amotivation. Feedback in the form of Lecture (Instructional Feedback), Practice Activities, and Self Reflection (Self-Check worksheets), was given to the students before and after discussion activities. A questionnaire was then used to evaluate the effectiveness of the feedback, with the students writing qualitative statements explaining which kind of feedback they prefer. The purpose being to raise students' awareness of the relevance of feedback, the different types of feedback used, and so enhance the student's ability to understand and respond to feedback actively. Following two lessons of this mediated activity, feedback was given in a third lesson on discrete function use. Students then participated in a discussion test and usage of functions were recorded and enumerated. The findings indicate that classes that received feedback and answered the awareness raising questionnaire performed better than classes given only feedback. Based on the qualitative statements of the students, as part of the reflective nature of this project, a second questionnaire was developed to explore student and instructor beliefs about feedback.
Feedback on feedback practice: perceptions of students and academics
Assessment & Evaluation in Higher Education, 2015
While feedback is widely considered central to student learning, students across the higher education sector commonly report dissatisfaction with the feedback they receive. In contrast, academics often feel they provide quality and informative feedback. This article explores and compares the perceptions of students and academics with regard to feedback practice. The paper presents the results of questionnaire surveys conducted with academics and students at the School of the Built Environment, Liverpool John Moores University. It highlights the perceptions of academics and students with regard to preferences for different types of feedback, timeliness of feedback, students' engagement and interest in feedback, quality feedback and satisfaction with current practice. The findings indicate a significant discord between staff and students in relation to certain aspects of feedback practice, namely opinions on students' engagement and interest in feedback, satisfaction with current practice and feedback preference. Similarities in viewpoints were also found in relation to quality feedback.