Annotation an effective device for student feedback: A critical review of the literature

Ball, Elaine

doi:10.1016/j.nepr.2009.05.003

Cited by 27 publications

(35 citation statements)

References 33 publications

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“…Feedback is accessible to the learner, for example, provided in conjunction with the learner having sufficient knowledge of how to be able to use feedback effectively. Assessment Reform Group, 2002;Ball, 2010;Bloxham and West, 2004;Boud and Associates, 2010;Carless, Joughin, and Mok, 2006;Evans and Waring, 2011a, 2011b, 2011cGibbs and Simpson, 2004;Hattie and Timperley, 2007;Hendry, Bromberger, and Armstrong, 2011;O'Donovan et al, 2004. Perera, Mohamadou, andKaur, 2010;Quinton and Smallbone, 2010;Sadler, 1989;Shute, 2008;Walser, 2009;Weaver, 2006 (e) The technicalities of feedback are attended to in order to support learning Feedback is appropriate to the purpose of the assessment task and level of student understanding.…”

Section: Tablementioning

confidence: 99%

“…The complexity inherent in the untidier reality of educational environments makes it difficult in practice to be sure of the relationship between cause and effect (McKeachie, 1997). Although Ball (2010) argued that "there is little published evidence on 'what works best' in student feedback" (p. 142), others have argued that what constitutes good feedback is varied. The delivery, form, and context of feedback are important (Ellery, 2008).…”

Section: Tablementioning

confidence: 99%

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Making Sense of Assessment Feedback in Higher Education

Evans

2013

Review of Educational Research

829

574

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This article presents a thematic analysis of the research evidence on assessment feedback in higher education (HE) Keywords: assessment, feedback, higher education, feedback gap, feedback landscape.A focus on assessment feedback from a higher education (HE) perspective is pertinent given those debates on enhancing student access, retention, completion, and satisfaction within college and university contexts (Eckel & King, 2004). This article will provide a timely and thorough critique of the latest developments within the assessment feedback field. The focus of the review is on the feedback that students receive within their coursework from multiple sources. In the introduction, feedback is defined and the HE context articulated. This is followed by an analysis of 460 articles on assessment feedback in HE produced in the past 12 years. Key themes and dominant discourses are explored, including an examination of the feedback gap. Relevant theoretical perspectives are drawn upon and extended to conceptualize the feedback landscape in order to provide a valuable framework for considering the issues and processes implicit in implementing effective assessment feedback designs within HE contexts and to facilitate future research agendas in assessment feedback in HE.

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Section: Tablementioning

confidence: 99%

Section: Tablementioning

confidence: 99%

Making Sense of Assessment Feedback in Higher Education

Evans

2013

Review of Educational Research

829

574

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“…The most recent technique in providing feedback especially in tertiary level is screencast video feedback (Brick & Holmes, 2008;Ball, 2010). Screencasting is a digital recording of users' computer screen combined by voice narration to be submitted via electronic format (Word document, text file, Power Point presentation, Excel spreadsheet, website, or video).…”

Section: Screencast Video Feedback (Veedback)mentioning

confidence: 99%

Effectiveness of Using Screencast Feedback on EFL Students’ Writing and Perception

Ali¹

2016

ELT

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This mixed-methods research was carried out to investigate the effect of screencast video feedback on the writing of freshmen, studying academic writing course at a university in Egypt, and explore their perception towards receiving screencast feedback. Two classes of 63 students were chosen to participate in this study and were assigned into two groups; an experimental group (33 students) and a control one (30 students). While the control group received written comments, the experimental group received video feedback to the higher order concerns of writing (content, organization and structure) and written feedback to the lower order concerns (accuracy) of their writings. Two writing tests were administered to the two groups before and after the experiment. To investigate the perception towards screencast feedback, an online questionnaire was applied to the experimental group after the experiment. Results showed that the experimental group outperformed the control group in the higher order concerns of writing as well as the overall writing skill in the writing posttest. Findings also revealed that the majority of students in the experimental group perceived screencast feedback positively for being clear, personal, specific, supportive, multimodal, constructive, and engaging. However, they reported few challenges such as slow loading time and inability to download videos to their computers. The research concludes with implications for practitioners and researchers.

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“…However, this approach can often seem to apportion minimal responsibility to learners in the feedback process, characterizing them instead as passive recipients of advice. Indeed, although the term "feedback" is commonly used in a way that connotes passivity (Ball, 2010;Boud & Molloy, 2013a, 2013bParboteeah & Anwar, 2009), researchers increasingly acknowledge that "if information is simply stored in memory and never used, it is not feedback" (Orsmond, Merry, & Reiling, 2005, p. 381). As a result, a new focus is now emerging within the feedback literature, placing greater emphasis on learners' agentic engagement with feedback processes (e.g., .…”

Section: Introductionmentioning

confidence: 99%

Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes

Winstone

Nash

Parker

et al. 2016

Educational Psychologist

545

308

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Much has been written in the educational psychology literature about effective feedback and how to deliver it. However, it is equally important to understand how learners actively receive, engage with, and implement feedback. This article reports a systematic review of the research evidence pertaining to this issue. Through an analysis of 195 outputs published between 1985 and early 2014, we identified various factors that have been proposed to influence the likelihood of feedback being used. Furthermore, we identified diverse interventions with the common aim of supporting and promoting learners' agentic engagement with feedback processes. We outline the various components used in these interventions, and the reports of their successes and limitations. Moreover we propose a novel taxonomy of four recipience processes targeted by these interventions. This review and taxonomy provide a theoretical basis for conceptualizing learners' responsibility within feedback dialogues and for guiding the strategic design and evaluation of interventions.

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Annotation an effective device for student feedback: A critical review of the literature

Cited by 27 publications

References 33 publications

Making Sense of Assessment Feedback in Higher Education

Making Sense of Assessment Feedback in Higher Education

Effectiveness of Using Screencast Feedback on EFL Students’ Writing and Perception

Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes

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