Instructor Feedback: How Much Do Students Really Want? (original) (raw)
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An interdisciplinary perspective: The value that instructors place on giving written feedback
Active Learning in Higher Education, 2018
Students need feedback from instructors to learn from their mistakes and improve their academic skills. Responding to student writing is a central and necessary component of the instructor–student feedback loop. There are many forms of feedback on written assignments, and not all of them have the same role in supporting student learning. For example, as for written feedback, one primary distinction is between comments made in the margins and comments at the end of the written work. Work has focused on practices of instructor feedback among instructors, and other studies have focused on practices of feedback within a single discipline. Although there have been many studies on the topic of instructor feedback, no studies were found that explored possible differences of feedback across disciplines. The purpose of the study described here was to explore what instructors consider to be the purpose(s)/value of writing feedback (whether it is in the margins or at the end) on written assign...
Students’ Response to Feedback: An Exploratory Study
RELC Journal, 2017
Much research work on teacher feedback has concentrated on the perceptions of students and teachers on feedback, but few studies have addressed the extent to which students respond to their teachers' written feedback, particularly at the tertiary level. This study analysed the extent to which students made appropriate revisions based on the feedback they received. Forty-one sets of drafts and final papers written by first-year undergraduates were compared. The analysis focused on the main components of the grading criteria for the assignment: language and style, rhetorical structure, and format. The findings showed that the students paid more attention to feedback on the rhetorical structure of their writing. There was no statistically significant difference in the students' revisions of language/style and format. The results suggest that the students were more concerned with macro issues concerning the clarity of their thesis/topic statements and the logical development of ideas, than with the mechanical aspects of writing. This study serves as a useful guide to teachers when providing feedback, and also serves to encourage further research involving different groups of students in different contexts.
What higher education students do with teacher feedback: Feedback implications
Writing pedagogy research has constantly maintained that feedback is 'an essential component of virtually every model of the writing process' (Hall, 1990: 43) as it motivates writers to improve their next draft. Feedback during the writing process improves not only student attitude to writing but writing performance if students are given unlimited opportunities to respond to teacher feedback and continue writing . Feedback research, therefore, suggests a causal relationship between teacher feedback practices during text production, student attitude and writing performance. However, a four-year longitudinal study conducted at a higher education institution monitoring student perceptions of written feedback on essay drafts found that the impact of feedback practices on writing performance was limited . The article briefly overviews the longitudinal study's findings and then describes a second study conducted at the same institution to pursue research assertions that specific, non-directive and interactive feedback practices have a causal relationship not only with student attitude to writing and writing performance but motivates action to improve writing. The article describes the feedback practices implemented in the second study which students perceived as motivating and improved writing quality though redrafting. Downloaded by [Marcelle Harran] at 03:45 25 June 2015
Composition Students’ Opinions of and Attention to Instructor Feedback
Journal of Response to Writing, 2019
Reading and attending to feedback has long been established as an important part of the writing process and much pedagogical research discusses how to best pro-vide feedback (Hillocks, 1982; Lipnevich & Smith, 2009; Poulos & Mahony, 2008; Sommers, 1982). Little research exists, however, that investigates the frequency with which students actually read their instructors’ feedback. Guided by three re-search questions, this study includes empirical survey data collected over two years on a regional campus of a large, Midwestern university with an eight-campus system. This study asks (a) if college composition students read their instructors’ feedback, (b) what might encourage them to read their instructors’ feedback, and (c) what do they find helpful or useful about their instructors’ feedback? Students were invited to participate via email or by an internal online recruitment. Qualitative responses were coded topically, employing content analysis informed by grounded theory. Overall, this study finds that students who earn As and Bs in their college composition classes do read instructor feedback. Additionally, although most-ly grade-driven, students are interested in feedback to help them improve their writing and feel encouraged to do so when allowed to revise and when feedback is clear, individualized, and positive. This research concludes that most instructors are providing feedback and, further, that students are reading it.
Feedback Strategies Used by University Instructors in the Classroom Setting
International Journal of English Language Teaching, 2022
This study aims to explore the feedback strategies used by Libyan university instructors in the classroom setting, particularly in the context of teaching English. 35 Libyan instructors from different universities took part in the study. A questionnaire with 32 items was utilized for data collection. The data analysis revealed that providing students with timely feedback was reported to be dominant. It was also found that verbal feedback was the most preferred technique by many instructors. Encouraging students to ask clarification questions to avoid any misunderstanding after offering feedback was another significant result. The data also showed that many instructors didn't feel encouraged to keep a record of their students' achievements. Unexpectedly, most of the participants either never used online feedback or rarely used it.
What higher education students do with teacher feedback: Feedback-practice implications
Southern African Linguistics and Applied Language Studies, 2011
Writing pedagogy research has constantly maintained that feedback is 'an essential component of virtually every model of the writing process' (Hall, 1990: 43) as it motivates writers to improve their next draft. Feedback during the writing process improves not only student attitude to writing but writing performance if students are given unlimited opportunities to respond to teacher feedback and continue writing . Feedback research, therefore, suggests a causal relationship between teacher feedback practices during text production, student attitude and writing performance. However, a four-year longitudinal study conducted at a higher education institution monitoring student perceptions of written feedback on essay drafts found that the impact of feedback practices on writing performance was limited . The article briefly overviews the longitudinal study's findings and then describes a second study conducted at the same institution to pursue research assertions that specific, non-directive and interactive feedback practices have a causal relationship not only with student attitude to writing and writing performance but motivates action to improve writing. The article describes the feedback practices implemented in the second study which students perceived as motivating and improved writing quality though redrafting. Downloaded by [Marcelle Harran] at 03:45 25 June 2015
Getting Students to Read Instructor Feedback (and Maybe Actually Learn from It)
2017
Effective instructor feedback can be used to increase student learning, provided that students read and apply this feedback, which is not always the case. The current study investigates an approach which may encourage students to read and immediately apply instructorprovided feedback. This is done by giving students the opportunity to submit revised homework assignments, with the incentive of recovering some of the points lost on the initial submission. Students who elected to submit revised assignments had significantly higher final course BIBIA R. REDD Bibia R. Redd is a lecturer in the Psychological Sciences Department at University of North Georgia, Gainesville, GA. bibia.redd@ung.edu
Types of feedback and faculty examination of importance and usage
DergiPark (Istanbul University), 2023
Feedback is an important part of the educational, teaching and learning process. Currently, in Learning Management Systems, instructors are endeavoring to engage, support, correct students, and promote higher-order thinking in their online classes. Feedback either via grades or comments regarding assignments, is one way to foster student learning. The problem is to ascertain what type or types of feedback are more useful and efficacious in this regard. Many students are eager to receive numerical feedback, some want writing feedback and still others want some validation as to their efforts. Ascertaining what type of feedback is most often used and what type of feedback is most important is imperative. This research will employ a questionnaire model using Qualtrics. Participants were college/university faculty. Qualtrics internal mechanisms were used to analyze the data. The data were analyzed both quantitatively and qualitatively and discussed. The results of this very preliminary exploratory study were reviewed. In this brief study, the authors examined the literature regarding feedback and how feedback is defined. The authors requested that faculty provide information on how substantial these various forms of feedback are and how often they utilize each. The results were reviewed and analyzed and some implications derived. Some recommendations for future study were examined and explored.
2010
It is widely recognized that good teaching includes instructor-student feedback, and in online courses, feedback takes a variety of forms, including both synchronous and asynchronous interactions. To understand better the types and frequency of instructorstudent feedback interactions, this case study used document analysis to examine feedback in an online course over a full semester. Feedback interactions were coded as either individual or team feedback and also then coded as either corrective, motivational, or technology-related. With 1,744 recorded instructor-student feedback interactions, corrective feedback accounted for nearly 70% of all feedback (given more often to teams than individuals); motivational feedback was 20% (given more often to individuals than teams); and technology feedback was 10% (given more often to individuals than teams). Additionally, feedback differed over the duration of the semester, with motivational feedback being the greatest at the beginning of the term. An examination of individual versus team differences revealed that teams tended to receive a greater amount of corrective feedback, whereas individuals required greater motivational feedback.
Feedback Effectiveness in Higher Education: Utilizing Students’ Feedback to foster Teaching and Learning , 2023
Feedback is considered a corrective communication tool shaping individual and institutional outcomes. It leverages understanding the tasks and goals of the engaged individuals. Using students' feedback in higher education is crucial for high teaching performance. Professors' ability to utilize students' feedback is a motivational tool for teaching efficiency and institutional effectiveness. Institutional use of students' feedback deepens students' engagement and embraces a studentcentered institutional approach. This article aims to discover and illustrate how feedback is viewed and expressed in higher education settings to examine the manipulative methods to foster classroom teaching and used managerial approaches. It highlights the factors shaping students' perceptions regarding their performance and the performance of their professors. It addresses the researched factors shaping the institutional use of receiving feedback from students. It also identifies some research-based strategies to properly use students' feedback for the betterment of the institution and students.