Facilitating productive use of feedback in higher education

Jönsson, Anders

doi:10.1177/1469787412467125

Cited by 295 publications

(243 citation statements)

References 86 publications

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“…This is in comparison to views expressed on other issues such as the quality of teaching, the level of academic support or resource and IT provision, where between 80% and 90% of students responded favorably [24]. Students often feel that they do not understand feedback that has been given-it may be couched in academic jargon, or it may simply be illegible [25]. Feedback may also be given to students too late for it to make a difference to their learning in a particular course-a side effect of increasing modularization in education, where content is compartmentalized [26].…”

Section: A Student Views On Feedbackmentioning

confidence: 89%

Learning from peer feedback on student-generated multiple choice questions: Views of introductory physics students

Kay

Hardy

Galloway

2018

Phys. Rev. Phys. Educ. Res.

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PeerWise is an online application where students are encouraged to generate a bank of multiple choice questions for their classmates to answer. After answering a question, students can provide feedback to the question author about the quality of the question and the question author can respond to this. Student use of, and attitudes to, this online community within PeerWise was investigated in two large first year undergraduate physics courses, across three academic years, to explore how students interact with the system and the extent to which they believe PeerWise to be useful to their learning. Most students recognized that there is value in engaging with PeerWise, and many students engaged deeply with the system, thinking critically about the quality of their submissions and reflecting on feedback provided to them. Students also valued the breadth of topics and level of difficulty offered by the questions, recognized the revision benefits afforded by the resource, and were often willing to contribute to the community by providing additional explanations and engaging in discussion.

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Section: A Student Views On Feedbackmentioning

confidence: 89%

Learning from peer feedback on student-generated multiple choice questions: Views of introductory physics students

Kay

Hardy

Galloway

2018

Phys. Rev. Phys. Educ. Res.

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“…The problem for some students seemed to be in grasping the rationale for suggestions made in the feedback in order to be able to apply the principles themselves to feed-forward into future assignments. As Burke (2009) andJonsson (2013) suggest, students may require guidance on how to use feedback effectively, and our Group B students, particularly in 2012-13, are likely to fall into this category. The changes in our approaches to implementing the reflections in 2013-14, and increased emphasis on generation of active action plans, may have facilitated the acquisition of the requisite skills in effective use of feedback in a proportion of the class for whom feedback may otherwise have had little positive effect.…”

Section: Discussionmentioning

confidence: 99%

Improving the effectiveness of feedback by use of assessed reflections and withholding of grades

Jackson

Marks

2015

Assessment & Evaluation in Higher Education

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We wished to improve levels of student engagement with feedback within the context of our postgraduate masters-level programme, and therefore evaluated the use of two interventions: assessed reflections on feedback, and grade-withholding. In questionnaires students reported more engagement with feedback after the interventions, with 77% in favour of using reflections, though only 57% favoured grade-withholding, with feelings of frustration and anxiety about the grade cited as factors. Overall class grades improved over the two years in which reflections were used, with the greatest gains made by students generating the most insightful reflections. Additional gains in the second year of intervention may have been attributable to improved implementation or introduction of grade-withholding, or a combination of both. Overall we demonstrated clear improvement in feedback utilisation and achievement associated with our interventions.

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“…Weaver (2006) finner at det er fire former for tilbakemeldinger som oppfattes som lite nyttige, nemlig kommentarer som er for generelle eller vage, som mangler veiledning, som fokuserer på det negative og som ikke er relatert til vurderingskriteriene. Jonsson (2013) framhever at det studentene oppfatter som nyttige tilbakemeldinger, er tilbakemeldinger som gir nok informasjon til at studentene kan handle på grunnlag av dem, og som er spesifikke, detaljerte og individualiserte, og ikke for autorative (Jonsson, 2013). Liknende kan vi se hos Treglia (2009), som finner at studenter foretrekker tilbakemeldinger som anerkjenner arbeidet deres, og som gir dem konkrete forslag til forbedringer, men uten å ta for mye kontroll, ved å gi studentene muligheter for å ta egne valg.…”

Section: Innledningunclassified

Nyttige og mindre nyttige lærerkommentarer – slik elevene ser det

Bueie

2016

NJLR

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SammendragTil tross for en etablert oppfatning av tilbakemeldingers betydning for laering, er elevenes oppfatning og vurdering av tilbakemelding et lite utforsket område. Hvilke tilbakemeldinger synes elevene er nyttige? Denne artikkelen presenterer en studie som undersøker hvilke laererkommentarer elever på ungdomstrinnet finner nyttige og mindre nyttige. Det empiriske materialet består av en spørreundersøkelse besvart av 159 elever fra 10. trinn i norsk ungdomsskole på grunnlag av en spesielt tilrettelagt tilbakemeldingssituasjon. Resultatene av spørreundersøkelsen viser at elevene foretrekker laererkommentarer på globale tekstnivå (som innhold, ideer og sjanger) og kommentarer som spesifikt forklarer hva eleven bør gjøre og hvorfor. Elevene setter pris på ros, men også kritiske kommentarer vurderes som nyttige. Resultatene drøftes med bakgrunn i tidligere forskning på området.Nøkkelord: Respons; laererkommentarer; skriving; vurdering; vurderingspreferanser; elevperspektiv AbstractEven though there is a general consensus that feedback is an important part of the learning process, there is little research on pupils' perceptions of feedback. This includes, for instance, what type of feedback students find useful. This article presents a study that investigates pupils in Norwegian lower secondary schools' perceptions about teacher comments on a writing sample. Data consist of a survey answered by 159 pupils from 10 th grade, based on a specifically adapted feedback situation. The results of the survey show that students prefer teacher comments which are on a global text level (such as content, ideas and genre), that are specific and which clearly formulate what the student should do and why. Students appreciate praise, but also consider critical comments useful. The results are compared with results from previous studies.

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Facilitating productive use of feedback in higher education

Cited by 295 publications

References 86 publications

Learning from peer feedback on student-generated multiple choice questions: Views of introductory physics students

Learning from peer feedback on student-generated multiple choice questions: Views of introductory physics students

Improving the effectiveness of feedback by use of assessed reflections and withholding of grades

Nyttige og mindre nyttige lærerkommentarer – slik elevene ser det

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