A Technologically Based Approach to Providing Quality Feedback to Students: A Paradigm Shift for the 21st Century

Fish, Wade W.; Lumadue, Rick; null, null

doi:10.58809/wwlb3843

Cited by 5 publications

(1 citation statement)

References 8 publications

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“…This finding had been supported by [11] who found that timely feedback not only improved the student's learning process but also give positive emotion to student. In addition, [12] emphasized the vital role of quality feedback, claiming that systematic and constructive feedback would lead to producing an effective learning environment that yields positive outcomes on students' grades.…”

Section: Methodsmentioning

confidence: 99%

Utilizing Online Quiz Assessment Tool to Provide Timely, Guided Feedback During COVID-19 Pandemic

Luqman Hakim Satiman,

Nadiatulhuda Zulkifli,

Auwalu Usman

2023

ARASET

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The provision of timely feedback with useful guidance towards the correct solution is very important within the learning process of higher education students. This paper describes an implementation of timely feedback in a 3rd year electrical engineering undergraduate course, Communication Principles (SKEE 3533) that was carried out during COVID-19 pandemic. Given the substantial depth of this course syllabus, it is important that students receive sufficient feedback on their understandings on current topic before moving to the next. The implementation of this assessment technique is carried out using online quiz assessment through Google quiz platform. Two types of guided explanation are given in the feedback: text explanation for simple, conceptual based questions, and video explanation for design and calculation-based questions. For the latter, YouTube platform is used to perform the video-based explanation. Study on student feedbacks was carried out using a routine, official university’s survey while the impact on student performances was analysed based on their acquired grades in the SKEE3533 course. Findings demonstrate positive outcomes from the routine university survey and course grades which revealed the method’s potential in improving student satisfactions and performances on the assessment aspect of teaching component.

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Section: Methodsmentioning

confidence: 99%

Utilizing Online Quiz Assessment Tool to Provide Timely, Guided Feedback During COVID-19 Pandemic

Luqman Hakim Satiman,

Nadiatulhuda Zulkifli,

Auwalu Usman

2023

ARASET

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Formative E-Assessment in Plenary Lectures

Krumsvik¹,

Ludvigsen²

2012

NJDL

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Little is known about how subjective and objective learning outcomes in plenary lectures are related in the Quality Framework of Higher Education and how they are influenced by formative e-assessment. Given the increasing focus on digitalisation and formative assessment in higher education and the increasing diversity among university students, questions relating to these topics should also be explored within plenary lectures. These lectures constitute the most formal, defined and "bounded" educational practice at universities and it is important to study the question of whether the relationship between student diversity, pedagogy and technology can re-define some of the pedagogical underpinnings that are historically associated with lecturer-centred pedagogy. This paper aims to identify: (1) factors that influence the relationship between intended and subjective learning outcomes in plenary lectures; and (2) how formative e-assessment may improve moments of contingency by increasing the consistency between intended and subjective learning outcomes. The results of this study show that audience response systems (ARS) can enhance formative e-assessment in plenary lectures and reduce the discrepancy between the intended learning outcome and the subjective learning outcome in such lectures with several hundred students. The implications of the current paper are twofold: first, a better understanding of similarities and dissimilarities in students' learning processes in plenary lectures and how these processes may be affected by formative e-assessment has implications for the planning and implementation of teaching and learning in higher education. Second, this has implications for how we can reduce the discrepancy between the intended, subjective and objective learning outcomes in plenary lectures.

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Video Feedback in Higher Education – A Contribution to Improving the Quality of Written Feedback

Mathisen

2012

NJDL

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The purpose of this article is to promote the significance of feedback regarding students' working with written texts in higher education and to point out how technology can develop the quality and form of teachers' feedback. The results of studies and tests completed in eight separate subject areas demonstrate that video feedback simplifies and increases the efficiency of responding to students' work, as it allows the opportunity to achieve increased levels of precision and quality in the feedback process. Students emphasize their learning dividend and the inspiration they experience from working with this format. They actively use their teacher's comments and acquire a stronger emotional bond with him/ her as well.

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A Technologically Based Approach to Providing Quality Feedback to Students: A Paradigm Shift for the 21st Century

Cited by 5 publications

References 8 publications

Utilizing Online Quiz Assessment Tool to Provide Timely, Guided Feedback During COVID-19 Pandemic

Utilizing Online Quiz Assessment Tool to Provide Timely, Guided Feedback During COVID-19 Pandemic

Formative E-Assessment in Plenary Lectures

Video Feedback in Higher Education – A Contribution to Improving the Quality of Written Feedback

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