Systematic and Rigorous Use of Feedback to Enhance Learning in Engineering Classes (original) (raw)
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Many recent studies have demonstrated that concept tests followed by immediate feedback and peer discussion improves students' understanding of difficult concepts in science and engineering. These effects have been shown both in conventional classrooms and in wired classrooms where students respond to concept tests using a 'classroom communication system'. These systems enable interactive learning even with large numbers of students. Little is known, however, about how students experience this method of teaching and learning or about what contributes to their enhanced understanding. To explore this, and its implications for engineering teaching and learning, data is being collected from mechanical engineering students taking an introductory mechanics course using semi-structured interviews, minute papers, critical incident analysis, and questionnaires etc. Data on improvements in conceptual understanding are also being collected. The study examines differences in students' responses to, and experiences of three different peer discussion sequences and the contribution of different feedback methods (ie computergenerated, peer-generated and tutor-provided) to learning.
Addressing the learners' needs for specific and constructive feedback
2010
This paper discusses an ongoing project which proposes to make feedback to students more personal, explicit and more useful as a method of further engaging students. It addresses an issue that has recently been identified by the researchers where students on an Engineering programme were not recognising the presence of feedback on their assessed work. Feedback is central to the process of learning. However it has been widely accepted, through tools such as the UK National Student Survey, that students are still relatively dissatisfied with the feedback they have received. There is therefore a need to ensure that feedback given to students is specific and constructive in terms of helping them move their own learning forward. A pilot is being carried out with two Engineering classes, offering students the option to request specific feedback on their class tests. The aim of this project is to allow each student to receive personal and specific feedback on an area of concern that they themselves have identified. The students participating in this project are asked to identify the areas of their work they require feedback on through the completion of a 'feedback request label'. Staff can then respond to the feedback requests and issue students with personal and relevant feedback. The effectiveness of the requested feedback will be evaluated with respect to the student engagement with the feedback they received. Data is being collected through use of a student questionnaire to ascertain how this project has affected the student learning.
EURASIA Journal of Mathematics, Science and Technology Education, 2020
'Assessment' and 'feedback' are inherently embedded in a course curriculum of engineering education settings. These components are indispensable for the teaching-learning processes. It is observed that engineering faculty members do not require any 'teacher-training' to join the engineering institutions across the globe. Hence, they may not have adequate experience in assessing students' performances and providing feedback to students. Only a few research studies have been carried out on assessment and feedback from the engineering education context. Therefore, this paper attempts to critically analyse the literature pertaining to learning through different types and methods of assessment practices in the engineering education settings. Further, it examines the significance of qualitative feedback in assessment and the principles of good feedback practice. It highlights the implications of assessing student performance and providing feedback from the engineering education perspective. Finally, the paper offers some recommendations on assessment and feedback practices in the engineering education settings.
Enhancing Student Learning by Narrowing the Gap Between Feedback Giving and Feedback Receiving
Proceedings of the 3rd Teaching & Education Conference, 2016
Feedback is one of the most powerful influences on learning and achievement. However the mere provision of feedback to students does not necessarily lead to improved learning. Feedback is ineffective if it does not close the gap between learning goals and students' performance. Often students do not have clear goals and they do not know what learning activities will improve their learning performance. Consequently the opportunity to learn from the feedback is lost. Learning is a social process and while young people have increasingly strong social needs they struggle with academic language. This study investigates the influence of lecturers' feedback on students' learning and whether first year electronic engineering students at the Institute of Technology Tallaght Dublin (ITTD) benefit from a peer evaluation environment where students are enabled to detect and communicate quality criteria for specific coursework. A qualitative approach is used to capture students' views. The results show that the opportunity to learn from lecturer feedback is not fully utilised. Instead learning is best achieved interactively and in a non-threatening environment. Students willingly engage in both giving and receiving feedback and clarifying misunderstandings and they show improved motivation. Engagement in a guided peer feedback environment additionally improves self-regulation, critical thinking skills and communications.
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.
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.
Using Rapid Feedback to Enhance Student Learning and Satisfaction
Proceedings. Frontiers in Education. 36th Annual Conference, 2006
Our goal is to improve student learning in foundation engineering courses. Our hypothesis is that learning is improved by providing rapid feedback to students of their understanding of key concepts and skills. In the past two years, we conducted this study in two sections of a lower-level course, Statics. One author taught both sections and a crossover design of experiment was used. In a crossover study one section was randomly chosen to receive feedback with handheld computers (the 'treatment' group) while the other received the 'control,' which was either a feedback system using flashcards (in 2004) or no feedback (2005). After a certain period, the two sections swapped the treatment and control. Student performance on a quiz at the end of each treatment period provided the data for comparison using a general linear statistical model. Our findings from 2004 showed that there was no significant difference using either rapidfeedback method. In 2005 we found a significant and positive effect when students received feedback. This is a noteworthy finding that confirms the value of rapid feedback and the currently popular 'clickers' that many professors are employing to promote classroom interaction.
Students' feedback- An effective tool towards enhancing the Teaching Learning Process
ICST Transactions on Scalable Information Systems, 2023
INTRODUCTION: Evaluation is a key activity to improve the quality of service in every domain. However, it becomes quite challenging to measure the performance in some areas. Teaching is one such domain where it is bit intricating to evaluate the performance of teaching community. Here, in this work, authors have proposed effective usage of students' feedback to enhance the quality of teaching learning process. OBJECTIVES: The objective of this paper is to scientific and well-defined approach for teacher's performance evaluation. This can help the faculty to identify the strengths and weaknesses of their teaching and evaluation methods. METHODS: Data analysis and data visualization techniques have been used gain useful insights of the stduents' feedback on various parameters. In order to carry out the simulation, authors have considered the teaching learning process in an engineering college. RESULTS: It is evident from the results obtained 12 that more than 50% agree that the feedback system is fare and beneficial for the quality improvement in teachers. CONCLUSION: Such analysis not only provides the useful insights regarding avenue for improvement, but also helps the management for appraisals to outperforming teachers.
SHS Web of Conferences
Assessment is an important part to identify the strengths and weaknesses of student learning. Various approaches for module delivery have been implemented, emphasizing the value of student participation and their role in the educational process. This provides an excellent strategy to evaluate students over time and improve their performances. In this study, performance-based assessment as a modern form of assessment presented and discussed. Students' work was gathered in portfolios (Microsoft OneNote) so that their performance, effort, and progress could be monitored and tracked along with the task requirements. Module delivery strategy as a case study is also presented accompanied with the assessment and feedback methods. Additionally, the significance of incorporating students in the feedback process, increasing their capacity to appraise the quality of their own and their peers' work, and fostering their capacity to conduct self-evaluations and develop into independent le...