The power of assessment feedback in teaching and learning: a narrative review and synthesis of the literature (original) (raw)
Related papers
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.
Student perceptions of assessment feedback: a critical scoping review and call for research
Educational Assessment, Evaluation and Accountability
Your article is protected by copyright and all rights are held exclusively by Springer Nature B.V.. This e-offprint is for personal use only and shall not be self-archived in electronic repositories. If you wish to self-archive your article, please use the accepted manuscript version for posting on your own website. You may further deposit the accepted manuscript version in any repository, provided it is only made publicly available 12 months after official publication or later and provided acknowledgement is given to the original source of publication and a link is inserted to the published article on Springer's website. The link must be accompanied by the following text: "The final publication is available at link.springer.com".
The Principles of Effective Feedback in Secondary Schooling
Initially completed as part of Masters degree coursework, subsequently presented as a workshop at CSA 2016 conference. Aims to summarise current research findings in how to best administer feedback and further learning outcomes as a result within secondary classrooms.
2020
This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae, and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.
When less is more: Students' experiences of assessment feedback
Paper presented at …, 2007
We would like to acknowledge the support of the Higher Education Academy who funded this research as part of their FDTL programme for the development of teaching and learning. ... 1 * The corresponding author is Karen Handley at khandley@brookes.ac.uk. Authors (a), ...
Secondary school students' conceptions of assessment and feedback
Learning and Instruction, 2008
This study investigated secondary school students' conceptions of assessment and feedback. Five focus groups were conducted with 41 Year 9 and 10 students (equivalent to Grade 8 and 9 in other countries) from four diverse New Zealand schools. Students said that assessment was useful because it led to information and feedback. This information, in the right form, could help students and, to a lesser extent, teachers improve and it could be used to show progress to parents and employers. If assessment and feedback did not provide this information it was irrelevant. There was no indication that students thought assessment or feedback could make them or their school accountable, but some indication that teachers were accountable for student learning.
To be successful, any assessment process needs to be described as one of communication, personal support, feedback, adjustment and growth. Since the Teacher Performance Assessment Programme was first implemented at Newlands School (Adrogué – Argentina), the English staff have been offered thoughtful and insightful feedback with the purpose of facilitating their understanding of what good performance is. This research paper sets out to survey the English Department Staff’s views, opinions and perceptions of the feedback they are provided with and the type of feedback they would prefer to receive. The teachers surveyed answered a five-question questionnaire the results of which gave evidence that in spite of the fact that they say they prefer reflective feedback rather than evaluative feedback, when requested to expand on the preferred feedback style they stated they would like to be offered feedback which entails judgment about their performance or feedback which fosters description and discussion instead of feedback which promotes enlightenment and empowerment.
Feedback : all that effort, but what is the effect?
Assessment & Evaluation in Higher Education, 2010
Constraints in resourcing and student dissatisfaction with assessment feedback mean that the effectiveness of our feedback practices has never been so important. Drawing on findings from a three-year study focused on student engagement with feedback, this paper reveals the limited extent to which effectiveness can be accurately measured and challenges many of the assumptions and beliefs about effectiveness of feedback practices. Difficulties relating to multiple purposes of feedback, its temporal nature and the capabilities of evaluators reveal that measuring effectiveness is fraught with difficulty. The paper argues that the learner is in the best position to judge the effectiveness of feedback, but may not always recognise the benefits it provides. Therefore, the pedagogic literacy of students is key to evaluation of feedback and feedback processes.
The Impact of Feedback Strategies on Learners
The conclusive statement of this reflective study regarding feedback strategies recommends a mixed-methods approach that is tailored to the type of formative assessment and the individual learner requirements. It should be timely and communicate in a manner that is accessible to all learners and therefore should not be over congested or descriptive. In. classroom environments, where timely feedback is required to address issues within the class, oral feedback is recommended, as it offers the most direct form of communication though which mutual dialogue can take place. The most commonly appropriated feedback strategies framework employed within this session was the medal and mission approach, this reflective study does not suggest that this is the sole approach warranted within the learning environment, although it recommends using one through which constructive criticism and praise can be utilised. Although it has been acknowledge praise must be used sparingly it has been indicated to promote confidence, self-efficacy and motivation within learners which serves as a vital tool for all learners if they are to progress. Peer feedback and peer assessment has its pitfalls as well as being a valuable tool within our teaching arsenal. Managing how this formative assessment tool however is complex but vital to promote group cohesion, mutual learning, and autonomy within learners. We should encourage learners to invest time in a ‘critical friend’ and view their methodology and performance from a new perspective if we are to support them in their progress to autonomy.
What is feedback? Connecting student perceptions to assessment practices
This paper reports outcomes from an international study examining student perceptions of feedback. Recent work by Grahame Gibbs identifies linkages between current and subsequent course activities as a critical factor in whether students value the feedback they receive. We have investigated the frequency and nature of feedback given to students in two large introductory course settings in engineering and computing in Australia and Sweden and contrasted this with student perceptions of the quality of feedback they received.