Feedback as an assessment for learning tool: How useful can it be?

Zhang, Lulu; Zheng, Ying

doi:10.1080/02602938.2018.1434481

Cited by 28 publications

(31 citation statements)

References 43 publications

(60 reference statements)

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“…On the contrary, these results are different from [38] findings that learners do not value indirect feedback. However, the application of these two types of WCF could encourage students to recognize and manage their writing errors.…”

Section: Efl Students' Preferences Towards the Writing Corrective Feedbackcontrasting

confidence: 99%

Exploring University Students' Preferences towards Written Corrective Feedback in EFL Context in Libya

Jahbel¹,

Latief²,

Cahyono³

et al. 2020

ujer

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This study was designed to explore Libyan EFL students' written corrective feedback preferences regarding their gender to explore the relationship between their gender and their preferences. The data were collected by applying a quantitative method by using a questionnaire. The main objective of this study was to investigate students' preferences on six types of Written Corrective Feedback and investigate which of these types they preferred the most. The researcher administered the questionnaire to a sample of 35 EFL students (16 males and 19 females) studying English (EFL) at Azzaytuna University in Libya. The data were analyzed to reveal the frequency, percentage, mean, and standard deviation values. Paired T-test samples were used to examine the gender differences regarding the types of feedback preferences. These results revealed that students had high preferences towards writing corrective feedback in all types. The results also revealed that there were no statistically significant differences between males and females related to their choices of corrective feedback types. In addition, the results demonstrated that form feedback is the most preferred type among students, followed by unfocused feedback, while content feedback is considered as the least preferable type. This study can be regarded as one of the aspects that may contribute to the improvement in the field of education, as it attempts to explore the characteristic and kinds of error feedback strategies which may promote EFL students at universities and colleges in Libya.

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Section: Efl Students' Preferences Towards the Writing Corrective Feedbackcontrasting

confidence: 99%

Exploring University Students' Preferences towards Written Corrective Feedback in EFL Context in Libya

Jahbel¹,

Latief²,

Cahyono³

et al. 2020

ujer

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“…The formative assessment employed in this research project provided students with an opportunity to receive individual feedback on their performance in AA 1 before attempting AA 2 . According to Zhang and Zheng (2018), providing feedback on a students' current ability to perform an assessment task and making suggestions to improve and attain expected levels encourages students to take necessary actions to close the gap in their ability. This was confirmed empirically in this project.…”

Section: Discussionmentioning

confidence: 99%

Authentic Versus Traditional Assessment: An Empirical Study Investigating the Difference in Seafarer Students' Academic Achievement

et al. 2020

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Past research showed that traditional assessment methods that required seafarer students to construct responses based on memorisation and analysing information presented in absence of real-world contexts (e.g. oral examinations and multiple-choice questions) disengaged the students from learning. Memorising information is a lower-order cognitive ability, failure in which led to errors and low academic achievement for students. Authentic assessment methods require students to construct responses through the critical analysis of information presented in real-world contexts. Hence, this research investigated the difference in seafarer students' academic achievement (measured through scores obtained in assessment) in authentic assessment as compared with traditional assessment. Two separate and independent student groups (the ‘control’ group and ‘treatment’ group) were used for a selected unit of learning delivered at the Australian Maritime College within the Bachelor of Nautical Science degree program. Because some past researchers had defined and implemented traditional assessment methods as a single-occasion assessment, this project implemented the assessment in a summative format, as opposed to authentic assessments implemented during student preparation. Analysis of student scores revealed that the authentically assessed students were guided towards significantly higher academic achievement.

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“…There is a plethora of research on the importance of feedback for learning (Boud & Molloy, 2013;Wanner & Palmer, 2018;Zhang & Zheng, 2018). The element of authentic assessment goes beyond the traditional idea of grading to include "feedback as both guidance and a means of determining areas for improvement" (Ashford-Rowe et al, 2014, p. 210).…”

Section: Element #8: the Importance Of Formally Designing An Opportunity To Discuss And Provide Feedbackmentioning

confidence: 99%

Conversations and Reflections on Authentic Assessment

Grant

Fedoruk

Nowell

2021

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In this paper, we describe how academic colleagues from different fields used a theoretical framework for authentic assessment as the starting point for meaningful conversations about our teaching practices. We re-envision Hutchings’ (2000) taxonomy of SoTL questions as a fluid conversational cycle rather than a system of classification. Using the eight elements of authentic assessment as outlined by Ashford-Rowe et al. (2014) as a theoretical framework, we engage with the research literature, reflect on what is and what works from our previous teaching and learning experiences, and propose ideas and questions for what is possible moving forward.

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Feedback as an assessment for learning tool: How useful can it be?

Cited by 28 publications

References 43 publications

Exploring University Students' Preferences towards Written Corrective Feedback in EFL Context in Libya

Exploring University Students' Preferences towards Written Corrective Feedback in EFL Context in Libya

Authentic Versus Traditional Assessment: An Empirical Study Investigating the Difference in Seafarer Students' Academic Achievement

Conversations and Reflections on Authentic Assessment

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