Student engagement and the role of feedback in learning (original) (raw)
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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.
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.
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.
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.
SN Social Sciences, 2021
Assessment feedback is heralded as an integral facilitator of teaching and learning. Despite the acknowledgement of its crucial role in education, there are inconsistencies in its powerful impact in teaching and learning: the role of the categories of feedback, the role of providers of feedback, constituents of effective feedback, and barriers to effective feedback. The focus of the narrative synthesis is to examine these different dimensions of assessment feedback and its powerful role in teaching and learning. A narrative evidence involving 82 studies was presented in thematic themes identified in literature. From the comprehensive review of the literature, the concept of assessment feedback and how it contributes to school effectiveness is thoroughly discussed. The article presents assessment feedback as a valuable factor for educators and students seeking to ensure continuous school improvement. It was found that a blended form of formative and summative feedback can improve teaching and learning. Feedback in any form should be specific, timely, frequent, supportive , and constructive. Negative feedback can distort learning, affective states of the recipient of feedback, and the job performance of employees. Findings from the review can assist researchers, authors, and readers of feedback reviews in the con-ceptualization of the role of assessment feedback in education. The study concludes with pedagogical implications for teaching and learning practice.
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.
The use of Feedback to Engage and Empower Students to Self Regulate their Own Learning
Every educator derives substantial satisfaction from seeing their students make progress in mustering skills. A lot of teacher effort is consequently geared towards bringing about improvement in learner's acquisition of skills. Most of this effort is in terms of assessment feedback. Scholars such as (Stuart 2004, McCann & Saunders 2009, Chikery & Gamson 1987) are in agreement that assessment feedback is central to learners, acquisition of skills. At Jaffery Secondary School, we recognize the vast potential that assessment feedback holds. This study investigates how feedback can be crafted so that it captures the interest of students, gives them information concerning what they have achieved in the learning process, what constitutes the gap between achievement and the lack of it, as well as providing accessible guidance for the same. If this ideal were to be achieved, learners would be empowered to take charge of their own learning. According to Taras (2003), student engagement with assessment feedback can be maximized if learners are made to see feedback as part of the learning process and not as a teacher-owned exercise. This study falls under action research because it is inspired by challenges that language teachers at Jaffery Secondary School encounter as far students' interpretation and engagement with feedback is concerned. We have used a purposeful study sample of Year 11 students and data was collected via questionnaires. A major finding of the investigation is that 40% of our study sample read feedback given by teachers only in some subjects. 25% of these attribute this to the fact that assessment feedback is mostly negative thus demotivating. There is need for further research in this area to investigate effective ways of stimulating high achievers whose work requires little or no correction.
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.
In response to the shortcomings of current assessment feedback practice, this paper presents the results of a study designed to examine students’ and teachers’ experience of engaging in a written, reflective and dialogic feedback (WRDF) strategy. The strategy was designed to enhance the learning experience of students undertaking a large first-year core course at a regional Australian university in semester 2, 2012. The evaluation consisted of three components: student surveys pre- and post-WRDF; a student focus group post-WRDF; and a teacher survey post-WRDF. Participating students’ and teachers’ perceptions of the WRDF assessment feedback suggested that students value feedback highly, and show a preference for feedback combining written, reflective and dialogic processes. The research findings suggest that the WRDF framework can be utilised to address the immediate, practical problem of students’ and teachers’ dissatisfaction with the practice of assessment feedback. Thus, WRDF may be used to nurture teacher/student relationships and enhance the learning process. Although a relatively intensive process, the WRDF strategy can serve an integral role in enhancing feedback practices and supporting students.