Type and Perception of Feedback and Teacher Change (original) (raw)
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Teacher and student attitudes toward teacher feedback
RELC journal, 2007
m This study aims to explore students' attitudes toward teacher feedback. The study used a triangulation of participants and methods in which the practice of feedback was seen from the perspectives of students and teachers collected from the quantitative data (questionnaires) and qualitative data (open-ended items in questionnaires and interviews). A total of 100 students participated in filling in the questionnaires and 21 of them were interviewed using a semi-structured format. In addition, there were 20 teachers who completed the questionnaires and 10 of them were interviewed using the same semi-structured format. The findings show that generally teachers and students have a marked preference for teacher feedback. The high preference for teacher feedback was mainly the result ofthe respondents' positive attitudes towards teacher feedback. Interestingly, student preferences for teacher feedback also stemmed from their awareness that teachers control grades. The data collected from the questionnaires and interviews indicated that students preferred teacher feedback that was specific since this kind of feedback would facilitate students in the revision process. Students also show a high preference for feedback which focused on language. Compared to feedback on content, feedback on form was considered to be more helpful. Students often complained that teacher feedback on content tended to be general and sometimes, contradictory to student ideas. Moreover, the interview data illustrated that teacher feedback contributed greatly to students' emotional states particularly their motivation and attitudes towards writing.
2011
This paper focuses on feedback among teachers. The research triangulates data from videotaped peer coaching sessions, questionnaires and interviews with four groups of teachers. All teachers used the VIP procedure, which emphasizes reciprocal peer coaching using video recordings of teaching behaviors and solution-focused thinking. The study provides insights into how feedback elements influenced feedback dimensions, and which feedback elements were effective in doing so, and which were not. The study also presents how teachers experienced the feedback processes. In addition, four teachers are used as cases in order to link the observed and perceived feedback, revealing that effective observed feedback was also perceived as effective feedback; and that ineffective observed feedback was also perceived as ineffective. These conclusions can be used to guide teachers in feedback processes. 2 Paper presented at AERA 2011, New Orleans, LA Objectives Feedback can be very effective in suppor...
Teachers’ Feedback: Exploring Differences in Students’ Perceptions
Procedia - Social and Behavioral Sciences, 2014
Perception plays a key-role in how feedback is processed. Individual and situational characteristics can potentially influence how students perceive teachers´ feedback. Our main goal is to study if students´ gender and/or the type of education program they attend may influence how they perceive teacher feedback in a class that they like. For this study we used 13 items from the Feedback, Identification, School Trajectories Questionnaire that measure students´ perceptions about teachers´ effective feedback (EF) and ineffective feedback (IF). Data from 178 students were randomly selected from a larger data base (89 attending the 9 th grade of an academic education program and 89 attending courses in vocational education). No differences were found in the perceived feedback regarding a main effect of the type of education program attended, neither for the combined effect of type of education program attended and the student gender. However, results revealed a student gender main effect, with girls perceiving more effective feedback than boys. Future studies should continue exploring how learners´ individual and situational characteristics may relate or affect their feedback perceptions, as well as how these perceptions relate to learning. This will allow us to compare results and fully grasp the practical significance of the magnitude of the effects found.
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.
Investigating teacher perceptions of feedback
ELT Journal, 2016
In writing classes, teacher feedback is important in helping students with their writing. While research has generally focused on the purpose, nature, and form of teacher feedback, attention to teachers' views regarding their own feedback practices has been modest. Yet, it is important to understand why and how teachers provide feedback, as practice is often guided by beliefs. This study, therefore, investigated the factors that shape teacher feedback. Writing teachers at a Singaporean university were interviewed regarding their beliefs about feedback and their feedback practices. The findings revealed that the respondents' feedback practices were shaped by their beliefs about the needs and capabilities of their students, but that contextual constraints created tensions between ideal and actual practice. Practical suggestions are offered to facilitate feedback practice. This study highlights the need for further work in this area in order to inform teachers' practices in providing feedback to their students.
International Business & Economics Research Journal (IBER), 2011
Student evaluations of teachers (SETs) are commonly used in many universities as a measure of instructor performance. However, there is controversy regarding the validity of SETs. Research has identified and studied many variables that might affect students ratings of teachers and their perceptions of the class environment, and the results are mixed regarding the relation among and effects of the variables. Obtaining mid-semester instructor feedback might affect how students perceive the instructor, especially if a particular concern is consistently identified and the instructor responds to the concern. Additionally, student performance might increase. Thus, mid-semester instructor feedback is one variable that might have a significant impact on SETs but it has gone unstudied. This paper contains the results of a study designed to determine the impact of mid-semester instructor feedback on student evaluations of the instructor and various variables of the class environment. The resu...
Changing Teachers’ Feedback Practices: A Workshop Challenge
Australian Journal of Teacher Education, 2015
Feedback can promote teacher-student relations and student academic involvement, performance and self-regulation. However, some research indicates that teachers do not always employ feedback effectively. There is a need to promote teachers' appropriate use of feedback in the classroom. We describe a long-term workshop designed to enhance teachers' knowledge and skills in the use of feedback strategies, and appreciation of the importance of feedback. Twelve teachers participated in the workshop. Observations as well as teacher reports indicate that participation in the sessions and the follow-up classroom application enhanced teacher involvement, knowledge, competencies and positive feelings in the use of feedback strategies. A workshop for teachers that has specific objectives on feedback strategies, is presented along a school year, and involves reflective sessions intertwined with classroom application work, can effectively promote participants' involvement, knowledge and competencies in the use of feedback, as well as their outlook toward the importance of these strategies. Teacher feedback about a student's performance and understanding may constitute the most important practical aspect of the relationship between teachers and students (Black &
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
Teacher's Attitude into Different Approach to Providing Feedback to Students in Higher Education
Journal of Education and Practice, 2015
Feedback within higher education has an effective role in teaching staffs mode. The treatise on teachers' methods of feedback is represented to demonstrate how the novel feedback can help the academic staffs to provide an effective feedback for students in their assignments and written draft. The study investigates the academic staff's methods of feedback and their use the traditional pedagogy (Teacher written feedback) or the novel mode (online and peer feedback) at Salahaddin university in Erbil. The data of the study were collected quantitatively and qualitatively in order to reveal teachers pedagogy in the university and how they use methods of feedback in their teaching. The findings showed that some instructors use peer and online feedback (novel approach) which help students to be reflective and critical thinkers while most of them resort to teacher written feedback (old approach). Ultimately, the results shown that the academic staff may provide the novel feedback (online and peer feedback) to their teaching methods in the future. This will help students to be more proactive in 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.