Effectiveness and relevance of feedback in Higher Education: A study of undergraduate students

Pereira, Diana; Flores, María Assunção; Simão, Ana Margarida Veiga; Barros, Alexandra

doi:10.1016/j.stueduc.2016.03.004

Cited by 77 publications

(53 citation statements)

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“…Feedback being one of the key features of a learner-centred approach is an essential component of the assessment process and contributes to the quality of the students' learning (Nicol and Macfarlane-Dick 2006;Price, Handley, Millar, and O'Donovan 2010). In addition, feedback is an opportunity for students to learn enabling the regulation of the learning process (Poulos and Mahony 2008;Pereira, Flores, Simão, and Barros 2016). However, for the feedback to be effective it is expected that it addresses the following questions:…”

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confidence: 99%

“…In this study, the learner-centred assessment versus traditional assessment dichotomy is used as the main goal is to understand students' perceptions regarding traditional assessment and learner-centred assessment based on previous studies (Pereira, Flores, Simão and Barros 2016;Flores, Veiga Simão, Barros and Pereira 2015). However, in existing literature on assessment similar denominations related to the concept of "learnercentred assessment" are used such as "alternative assessment" (Light and Cox 2003;Struyven et al 2005).…”

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Perceptions of Portuguese undergraduate students about assessment: a study in five public universities

Pereira

Flores

Barros

2017

Educational Studies

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This paper draws upon a broader piece of research on assessment in higher education, particularly focusing on issues regarding the fairness and effectiveness of the assessment methods and their implications for the learning process. The perceptions of undergraduate students are analysed taking into account the effectiveness and fairness of both traditional and learner-centred assessment methods, as well their influence on the learning process. In total, 624 students participated in this study in five Portuguese Public Universities in different areas of knowledge and programmes. Data were collected through questionnaires. Findings suggest that assessment is seen as more effective and fairer when it is done through the use of learner-centred assessment methods rather than by traditional assessment (e.g. written tests or exams). The students also claim that they devote more time to study when assessment is performed through learner-centred assessment methods than by traditional ones. The most used assessment methods are written tests and oral presentations in group. However, differences in the programmes were identified as well as differences according to gender. Implications of the findings for assessment and for the teaching and learning process are discussed.

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Perceptions of Portuguese undergraduate students about assessment: a study in five public universities

Pereira

Flores

Barros

2017

Educational Studies

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“…The online student survey was developed as part of the broader study, and involved an iterative process in which the literature, external feedback research experts, teaching staff, students and the research team were consulted over several rounds to identify/develop and select items to meet the research goals. This included the review and, when appropriate, adaptation of items from seven other surveys (Adcroft, ; Harris & Brown, ; Irving & Peterson, ; Lizzio & Wilson, ; Pereira et al , ; Y1Feedback, ). After this process, an online version of the questionnaire was tested for content validity using a pilot group of six academic staff and five students (for more details regarding the survey construction see Ryan & Henderson, ).…”

Section: Methodsmentioning

confidence: 99%

Feedback modes matter: Comparing student perceptions of digital and non‐digital feedback modes in higher education

Ryan¹,

Henderson²,

Phillips³

2019

Brit J Educational Tech

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Tracii Ryan is a research fellow in the Faculty of Education, Monash University, and in the Melbourne Centre for the Study of Higher Education, The University of Melbourne. Tracii has research expertise relating to the motivations, outcomes and individual differences associated with social media and educational technologies. Michael Henderson is an associate professor and the director of Graduate Studies in the Faculty of Education at Monash University. He researches and teaches on the topics of educational technology and instructional design, including ethics of social media use and assessment feedback designs. Michael Phillips is a senior lecturer in the Faculty of Education at Monash University. His research explores the complexity of engaging educators in higher education and schools in professional learning. In addition to his work on teacher's knowledge, he has developed a national profile in multimodal assessment feedback. 2015). This reconceptualisation of feedback positions the learner at the centre of the process, and highlights two essential features of effective feedback. The first is that learners are able to comprehend and make sense of the information they receive, and the second is that they have the motivation and opportunity to subsequently act upon that information to progress their learning (Carless & Boud, 2018). These goals are difficult to achieve, and the content of the feedback Abstract Assessment feedback is increasingly being provided in digital modes, from electronic annotations to digital recordings. Digitally recorded feedback is generally considered to be more detailed than text-based feedback. However, few studies have compared digital recordings with other common feedback modes, including non-digital forms such as face-to-face conversations. It is also unclear whether providing multiple feedback modes is better than a single mode. To explore these possibilities, an online survey asked 4514 Australian university students to rate the level of detail, personalisation and usability of the feedback comments they had most recently received. Of the students who received a single feedback mode only, electronic annotations and digital recordings were rated most highly on the three quality indicators. Students who received multiple modes were more likely to agree with all three indicators than those who received a single mode. Finally, students who received multiple modes were more likely to agree that the comments were detailed and usable when one of those modes was a digital recording. These findings enhance our understanding of feedback design, indicating that it is important to consider the strengths and weaknesses of particular modes, and the value of offering multiple modes.

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“…An instructive method involving constant monitoring of the outcomes of each course section, as well as inclusive approaches for course design and assessment 1,9 could bring adaptability to multidisciplinary courses and outreach activities by keeping the right balance between the diversity and depth of the content delivered to students. In this case, the feedback provided by teachers and students after front-end, formative, and remedial evaluation 9 is essential to achieve continuous improvement of the activities on the course structure and teaching strategy [10][11][12] .…”

Section: Introductionmentioning

confidence: 99%

Method of continuous improvement of multidisciplinary programs and outreach activities

Nogueira

Gunther²,

Komolibus³

et al. 2019

Fifteenth Conference on Education and Training in Optics and Photonics: ETOP 2019

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The growth of the global photonics market and technology investment creates a need for skilled professionals with multidisciplinary knowledge. The development of a successful multidisciplinary training for these professionals requires special attention to the implemented educational approaches. Current methods of multidisciplinary teaching and learning include tutoring by a team of experts of different backgrounds and development of projects among multidisciplinary teams of students. In these cases, a detailed feedback is needed from students and teachers in order to improve the course and keep a consistent alignment among the learning outcomes, teaching strategy, and evaluation methods. In this study, we describe the implementation of a method based on continuous improvement of multidisciplinary outreach activities and undergraduate programs. We illustrate the results of this implementation by showing samples of the feedback we received from students and teachers. The overall quality of the teaching and the content of the subject matter was perceived as good by students. Teachers' evaluation showed students' knowledge and behavior was satisfactory and the learning outcomes were achieved. Based on this, we believe our educational approach could improve the development and implementation of multidisciplinary activities.

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Effectiveness and relevance of feedback in Higher Education: A study of undergraduate students

Cited by 77 publications

References 58 publications

Perceptions of Portuguese undergraduate students about assessment: a study in five public universities

Perceptions of Portuguese undergraduate students about assessment: a study in five public universities

Feedback modes matter: Comparing student perceptions of digital and non‐digital feedback modes in higher education

Method of continuous improvement of multidisciplinary programs and outreach activities

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