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1.
Although the effectiveness of peer review has been examined, few have tested the joint benefits of providing and receiving feedback features and quality in L2 contexts. The present study investigated variation in key features and quality of feedback provided and received by high and low L2 proficiency students and its benefits on revision in the authentic setting of students experiencing both roles of providing and receiving peer feedback in English academic writing. Analyses on two drafts from 50 students, 1356 idea units of anonymous implementable peer feedback and back-evaluation ratings revealed that the combined effect of providing and receiving feedback on revision was prominent for all students. But the bilateral benefits of providing and receiving feedback features were more significant for high proficiency students, while providing feedback features and quality benefited low proficiency students more. The study implies that students need more bilateral training with both providing and receiving feedback.  相似文献   

2.
Students are commonly asked to learn declarative concepts in many courses. One strategy students report using involves generating concrete examples of abstract concepts. If students have difficulties evaluating the quality of their generated examples, then instructors will need to provide students with appropriate scaffolds or feedback to improve judgmentaccuracy. No prior research has investigated if students can accurately evaluate the quality of the examples they generate, which was the first aim of the current research. The second aim of this research was to investigate the extent to which providing feedback while students evaluate their generated examples can improve the accuracy of their example-quality judgments. In two experiments, students generated examples for declarative concepts from social psychology and then judged the quality of their examples. When making judgments, students received no feedback (in which they were only given the key term), full definition feedback (in which they were shown the definition of the declarative concept) or idea unit feedback (in which they first evaluated if they represented each idea unit of the definition within their example). Outcomes showed that students were overconfident when judging the quality of their examples, specifically for commission errors (i.e., examples that were entirely incorrect). Surprisingly, full definition and idea unit feedback did not help students improve the accuracy of their example-quality judgments. Thus, until scaffolds are discovered to reduce student overconfidence, instructors will need to assist in evaluating generated examples as students use this strategy to learn declarative concepts.  相似文献   

3.
This paper examines the issues which postgraduate students and tutors experienced as they engaged in receiving, providing and requesting feedback, as well as the strategies which they adopted as they sought resolution of these issues. The study employed a case study approach, using data obtained from semi-structured and stimulated recall interviews with students and staff from three discipline areas at one university in the UK. The findings reinforce the conclusions that have been drawn in a number of previous studies in terms of the sources of dissatisfaction emerging from individual interactions and institutional practices. Additionally, however, the results expand on our current understanding of feedback and agency in higher education by illustrating how participants sought out imaginative solutions to the challenges they experienced, in order to enhance the effectiveness of the feedback process. The diversity of the strategies used provides evidence of student and tutor agency, and has implications for current feedback practices and future research in this area.  相似文献   

4.
One critically important step in the instructional process is providing feedback to students, and yet, providing timely and thorough feedback is often lacking due attention. Reasons for this oversight could range from several factors including increased class sizes, vast content coverage requirements, extracurricular responsibilities, and the generally hectic daily schedules of teachers. This article synthesizes the findings from a year-long qualitative study investigating the alternative grading practices of five high school teachers and gives particular attention to the nature of the feedback these teachers provided to their students. Teachers' feedback is pared down to its essential qualities in order to offer manageable and practical strategies to current classroom teachers for providing effective feedback to their students.  相似文献   

5.
ABSTRACT

How students react to and use feedback is an important element of their higher education experience. Within the constraints of mass higher education, effective feedback processes are, however, difficult to manage. The aim of this longitudinal qualitative inquiry is to investigate through repeated interviews and related documentary analysis how four case study learners experienced feedback processes over the duration of their undergraduate studies. The analysis is guided by a social constructivist perspective on feedback research. The findings highlight students’ development of more sophisticated orientations to feedback over time; how they experienced and used feedback over the shorter and longer term; their varied affective responses; and how their perspectives evolved. The novel aspects of the findings lie in detailing the individual nature of students’ responses to feedback and documenting the different ways these changed during their undergraduate studies. The role of grades and projected honours classification was a significant element of the performative nature of the students’ experience, and impacted on the extent to which they engaged with feedback. Students often felt that there were dissonances between feedback that teachers were providing and what would be useful or palatable to them. The implications propose that the concept of students as partners can support the reframing of feedback processes as a partnership between students and teachers. Partnership approaches resonate with the need for social constructivist approaches to feedback where knowledge and understanding are co-constructed. Feedback partnerships also carry potential to enable the mutual development of staff and student feedback literacy.  相似文献   

6.
Since the early 2010s the literature has shifted to view feedback as a process that students do where they make sense of information about work they have done, and use it to improve the quality of their subsequent work. In this view, effective feedback needs to demonstrate effects. However, it is unclear if educators and students share this understanding of feedback. This paper reports a qualitative investigation of what educators and students think the purpose of feedback is, and what they think makes feedback effective. We administered a survey on feedback that was completed by 406 staff and 4514 students from two Australian universities. Inductive thematic analysis was conducted on data from a sample of 323 staff with assessment responsibilities and 400 students. Staff and students largely thought the purpose of feedback was improvement. With respect to what makes feedback effective, staff mostly discussed feedback design matters like timing, modalities and connected tasks. In contrast, students mostly wrote that high-quality feedback comments make feedback effective – especially comments that are usable, detailed, considerate of affect and personalised to the student’s own work. This study may assist researchers, educators and academic developers in refocusing their efforts in improving feedback.  相似文献   

7.
Understanding how students engage with assessment feedback is a key concern of higher education professionals. Research commonly represents the perspectives of students and academic staff, yet little consideration is given to the role of learning development staff, despite these individuals supporting students when interpreting and implementing feedback. We report the findings from interviews with learning developers working in a UK University, exploring their insights into the barriers students confront when engaging with feedback, and into the role of learning developers within the feedback landscape. This study suggests that, while many challenges exist for staff and students in the context of assessment feedback, learning development professionals are able to provide a meaningful source of guidance, in partnership with academic staff, and are able to promote students’ development through dialogic interactions. Hitherto these interactions have not been fully explored, yet they provide powerful insight into the hidden processes of feedback recipience.  相似文献   

8.
The centrality of written feedback is clearly seen from the proliferation of research in the context of higher education. As an increasingly expanding field in research, the majority of written feedback studies have been interested in investigating the technical aspect of how feedback should be given in order to promote student learning. More recently, researchers have focused on the socio-emotional factors at work in the feedback process, and advocated a dialogic approach to giving feedback in order to increase students’ understanding and active participation in the process. Moreover, to empower students to reflect on and make sense of the written feedback they receive, students’ personal characteristics, such as their prior and current knowledge, also play an important role. Nevertheless, reviewing studies on written feedback in the context of higher education shows a lopsided focus on the technical factors of written feedback, with little attention paid to the socio-emotional and student factors. This commentary aims at providing a broader definition of written feedback and identifying the dominant factors reported in research. A conceptual framework for looking into the factors at work in the feedback process is proposed and future research directions are suggested.  相似文献   

9.
Student evaluation committees play a crucial role in internal quality assurance processes as representatives of the student body. However, the students on these committees sometimes experience difficulty in providing constructive and structured feedback to faculty in an environment characterised by a strong power differential between student and staff. This study aimed to evaluate a leadership and quality assurance training implemented for students involved in internal quality assurance. Furthermore, we explored how students give shape to their internal quality assurance role. Students from three health sciences programmes participated in a mixed methods study to evaluate the training and reflect on their internal quality assurance role. Overall, the students were very enthusiastic about the training. Qualitative data analysis indicated that in their internal quality assurance role, students: (1) harnessed the power of the entire student population; (2) tried to create focus and take charge; (3) searched for a common ground with staff, and (4) they explained how they dealt with the power differential. Providing training for students with internal quality assurance roles is a valuable endeavour. Future research needs to investigate further ways to help students to contribute to internal quality assurance processes in higher education.  相似文献   

10.
Student ratings of satisfaction with feedback are consistently lower than other teaching and learning elements within the UK higher education sector. However, reasons for this dissatisfaction are often unclear to teaching staff, who believe their students are receiving timely, extensive and informative feedback. This study explores possible explanations for this mismatch between staff and students’ perceptions of feedback quality. One hundred and sixty-six first year undergraduate students completed a questionnaire detailing their experiences of feedback on coursework before and throughout their first year at university. Results indicate that whilst procedural elements of feedback (timeliness and legibility) are considered satisfactory, past experiences (pre-university) may influence student expectations of feedback. Some students had a severe, negative emotional response to the feedback provided and few students engaged in self-help (independent learning) behaviours to improve their performance following feedback. We consider how changes in feedback practices could improve students’ use of, and satisfaction with, their feedback.  相似文献   

11.
UK national policy and the practices of university course boards tend to reduce understandings of ‘student voice’ to a feedback loop. In this loop, students express feedback, the university takes this on board, then they tell the students how they have responded to their feedback. The feedback loop is a significant element of the neoliberal imaginary of higher education globally. This qualitative research study drew on interviews with course representatives in three universities in England, and on policy analysis, to explore the discursive construction and enactment of student voice. It uses the feedback loop as an analytical frame. Drawing on Foucault’s later work, the article aims to open up the feedback loop by exploring its manifestation in the mundane everyday practices of universities. In opening the loop, we identify the following effects of the student voice policy ensemble: students have to construct feedback as it is not just waiting to be gathered; it promotes a dividing practice, where reps are positioned differently to other students; there is a focus on problems; an ‘us and them’ is reinforced between staff and students; the loop closes down discussion; and a managerial logic obscures political processes. The article articulates its opening of the loop as a way of unmasking the modes of power which work through discourses of ‘student voice’, and hence seeks to create possibilities for resistance to being governed this way.  相似文献   

12.
Within the higher education context, peer feedback is frequently applied as an instructional method. Research on the learning mechanisms involved in the peer feedback process has covered aspects of both providing and receiving feedback. However, a direct comparison of the impact that providing and receiving peer feedback has on students’ writing performance is still lacking. The current study compared the writing performance of undergraduate students (N = 83) who either provided or received anonymous written peer feedback in the context of an authentic academic writing task. In addition, we investigated whether students’ peer feedback perceptions were related to the nature of the peer feedback they received and to writing performance. Results showed that both providing and receiving feedback led to similar improvements of writing performance. The presence of explanatory comments positively related both to how adequate students perceived the peer feedback to be, as well as to students’ willingness to improve based upon it. However, no direct relation was found between these peer feedback perceptions and students’ writing performance increase.  相似文献   

13.
This paper reviews studies of peer feedback from the novel perspective of the providers of that feedback. The possible learning benefits of providing peer feedback in online learning have not been extensively studied. The goal of this study was therefore to explore the process of providing online peer feedback as a learning activity for the provider. We concluded that (1) providing online peer feedback has several potential learning benefits for the provider; (2) when providing online peer feedback, students use different cognitive processes; (3) the cognitive processes and the potential learning benefits can be realised when students use specific elements in the feedback they provide.  相似文献   

14.
分析了Focus on form的涵义,重点探讨了Focus on form在高中语法教学中的应用,指出Focuson form是在第二语言教学中兼顾形式和意义,促进目标语发展的一种有效手段。提出了目标结构的可理解性输入,引导学生发现性学习,显性教学,必用目标语结构的交际任务,反馈与纠错等具体实施方法。  相似文献   

15.
This article examines the outcomes of a study across four discipline areas in order to develop course-based assessment strategies in closer cooperation with students. Second-year students (n = 48) from different disciplines were engaged in two phases of activity-orientated workshops. Phase 1 sought their perceptions of feedback. Phase 2 saw students design a proposed strategy to present to the respective staff teams. We discuss the emerging themes which appeared to be very similar amongst this diverse cross section of students: a lack of faith in marking consistency; the need for clear guidelines and criteria; the greater use of positive feedback language; and a close association with tutors. The emergence of strategies specific to each course is discussed, along with the alignment of the outcomes of this approach with pedagogic knowledge. It is suggested that enhanced dialogue enabled staff and students to develop a common understanding, and gave impetus to improving assessment feedback practices. Outcomes recommended here include changes to practice such as a team approach to feedback development, the content and style of feedback, developing the usefulness of feedback for future work and the need for teams to periodically revisit staff development in this area.  相似文献   

16.
The Interactive Two Feedback Loops Model (Narciss, 2008, 2013) suggests that not only providing external feedback but also prompting students to generate internal feedback may influence learning and motivation. This study aims at investigating the effects of internal and external feedback on achievement, strategy, and motivation in concept learning. Using a 2 × 3 experimental design with 121 teacher students we investigated the effects of combining internal feedback (i.e. self-explaining why a task solution is correct or incorrect) with three types of external feedback (no feedback; knowledge of result (KR); KR + knowledge about mistakes (KM)). Combining internal and external types of feedback was more beneficial for concept learning achievement, strategy use, as well as students’ intrinsic motivation, and perceived competence, than providing either internal or external feedback. Most notably, if students are asked to generate internal feedback in terms of self-explaining their responses, simple external KR feedback is as beneficial as elaborated KM-feedback.  相似文献   

17.
The increasing prominence of technology has given rise to new ways for writing teachers to give feedback electronically. Specifically, this article focuses on electronic written feedback (e-feedback) given to a group of English-as-a-Second-Language (ESL) community college students. Although previous studies have investigated the effectiveness of different computer-mediated feedback practices (e.g. video feedback, audio feedback, multimodal feedback), there is a dearth of research which examines the effectiveness of e-feedback and lower-ability students’ perception of e-feedback in ESL post-compulsory writing classrooms which adopt a process writing approach. The present study, which aims to shed light on this research gap and inform ESL writing teachers’ feedback practices, investigates how feedback is given and attended to online by 93 students of an international community college in Hong Kong. Adopting grounded theory as the methodology and a tripartite definition of written feedback as the conceptual framework, the present study reports students’ perception of e-feedback on Google Docs from two sources: students’ written reflections and semi-structured, focus group interviews. Implications related to e-feedback practices are discussed.  相似文献   

18.
This paper explores the extent to which students appear to their assessors to act on feedback they have received, and questions the assumption that providing feedback alone is sufficient to effect higher standards of work by students. Feedback provided to 51 undergraduate social work students, on two consecutive assignments involving a similar task, was examined to ascertain the number of problem areas noted from seven predefined categories. While the greatest increase in marks was associated with the greatest reductions in the number of problem areas identified in the comments, overall two‐thirds of all students (66.7%) were awarded marks for both assignments within four percentage points. As such, this study found only limited support for the idea that students respond to feedback by making changes which are consistent with the intent of the feedback received. Hence the assumption that providing feedback alone is sufficient to effect higher standards of work by students was not supported. These findings invite educators to critically reflect on their own practices in providing feedback to students.  相似文献   

19.
Giving students a choice of assessment methods is one approach to developing an inclusive curriculum. However, both staff and students raise concerns about its fairness, often described as its equity. This study investigates their perceptions of the fairness of the procedures and outcomes of this approach to assessment, in nine modules in a University setting. Using a tool validated as part of the study, students’ views on procedural fairness were gathered (n?=?370 students). In addition, seven module co-ordinators were interviewed. A seven-step approach to the design of the approach was used. The results demonstrated that students were satisfied that their assessment choices were fair in levels of support, feedback, information and, to a lesser extent, student workload and examples of assessment methods. In exploring fairness of the outcomes, the students’ grades were not significantly different between the two sets of choices. However, based on staff interviews, the overall grades were higher than previous cohorts and higher than average for current student cohorts in the institution. The discussion highlights some of the complex issues surrounding fairness (equity) using assessment choice and, in addition, the paper refers to some practical tools for its implementation.  相似文献   

20.
Tutors’ intentions when providing feedback may not be accurately perceived and acted on by students. In this study, 19 biological sciences students and six tutors were interviewed concerning the tutor’s intentions when providing specific feedback and the students’ perceptions and usage of that feedback. A phenomenological approach was used to analyse the interview data. Additionally, copies of the documented feedback were examined and the feedback style was classified. Student conceptions of the role of feedback included providing guidance, identifying what the tutor wants and giving meaning to the work to develop learning. Analysis of tutor feedback styles indicates that tutors were focussed on giving praise and correcting misunderstandings in the present assignment. Since developmental aspects of students’ learning were rarely addressed in tutor feedback, these findings suggest some misalignment in feedback provision. Tutors need to provide more guidance to students regarding the use of feedback, possibly by introducing better scaffolding and variation into their feedback.  相似文献   

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