Feedback Dialogues That Stimulate Students' Reflective Thinking

Schaaf, Marieke van der; Baartman, Liesbeth; Prins, Frans J.; Oosterbaan, Anne; Schaap, Harmen

doi:10.1080/00313831.2011.628693

Cited by 63 publications

(38 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In Duncan's (2007) study, only 31% of undergraduates who were invited to participate in a feedback dialogue actually attended, and many who attended did not explicitly refer to the feedback they received. Similarly, van der Schaaf et al (2013) found asymmetry in feedback dialogue sessions, suggesting that the teachers often dominated the discussions.…”

Section: Internalizing and Applying Standardsmentioning

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

View full text Add to dashboard Cite

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.

show abstract

Section: Internalizing and Applying Standardsmentioning

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

View full text Add to dashboard Cite

show abstract

“…Many students, for example, have difficulty understanding written teacher feedback and are disappointed and frustrated when the feedback is unclear, too brief, or unhelpful in terms of future learning (Ferguson, 2011;Hounsell, McCune, Hounsell, & Litjens, 2008;Hyland, 2013). In general, for feedback to be effective it is essential students have positive perceptions about teacher feedback (Van der Schaaf, Baartman, Prins, Oosterbaan, & Schaap, 2011). Students' perception of feedback refers to the extent to which students perceive the feedback to be supportive for their learning (Gibbs & Simpson, 2003).…”

Section: Introductionmentioning

confidence: 99%

Impact of feedback request forms and verbal feedback on higher education students’ feedback perception, self-efficacy, and motivation

Agricola

Prins

Sluijsmans

2019

Assessment in Education: Principles, Policy & Practice

View full text Add to dashboard Cite

In higher education, students often misunderstand teachers' written feedback. This is worrisome, since written feedback is the main form of feedback in higher education. Organising feedback conversations, in which feedback request forms and verbal feedback are used, is a promising intervention to prevent misunderstanding of written feedback. In this study a 2 × 2 factorial experiment (N = 128) was conducted to examine the effects of a feedback request form (with vs. without) and feedback mode (written vs. verbal feedback). Results showed that verbal feedback had a significantly higher impact on students' feedback perception than written feedback; it did not improve students' self-efficacy, or motivation. Feedback request forms did not improve students' perceptions, self-efficacy, or motivation. Based on these results, we can conclude that students have positive feedback perceptions when teachers communicate their feedback verbally and more research is needed to investigate the use of feedback request forms.

show abstract

“…Hence, peer-to-peer dialogue about written feedback could be a viable way to improve the effectiveness of feedback (Duijnhouwer, Prins, and Stokking 2012). This dialogue is assumed to contribute towards a better understanding of feed-up, feed-back and feed-forward information provided by teachers' written feedback, and could enhance students' reflection on feedback (Duijnhouwer, Prins, and Stokking 2012;Van der Schaaf et al 2013).…”

Section: Introductionmentioning

confidence: 99%

“…Overall, students perceived these interventions to be beneficial for their learning, but not all studies demonstrated positive findings and academic writing did not always improve after these interventions (Connor and Asenavage 1994;Yucel et al 2014). Furthermore, only a limited number of studies explicitly investigated the effectiveness of dialogue (Krych-Appelbaum and Musial 2007;Van der Schaaf et al 2013) and so far no study has been conducted to investigate how peer-to-peer dialogue among students could enhance a better understanding of feed-up, feed-back and feed-forward information in teachers' written feedback.…”

Section: Introductionmentioning

confidence: 99%

Peer-to-peer dialogue about teachers’ written feedback enhances students’ understanding on how to improve writing skills

Schillings

Roebertsen

Savelberg

et al. 2019

Educational Studies

View full text Add to dashboard Cite

Academic writing is a complex competence in higher education. To develop this competence, teachers' written feedback is vital, especially if it contains feed-up, feedback and feedforward information. However, academic writing does not always improve after provision of written feedback. The purpose of this study was to explore if peer-to-peer dialogue between students about teachers' written feedback does enhance students' understanding of written feedback. Sixtythree second-year university students participated in a pretest-post-test design with mixed methods. Questionnaire data showed that peer-to-peer dialogue increased students' understanding of feed-up, feedback and feed-forward information. Focus group data demonstrated that the dialogue helped students to understand the assessment criteria better (feed up) and offered suggestions for improvement (feed forward). High quality teachers' written feedback was perceived as an important condition. Peer-to-peer dialogue among students about teachers' written feedback seems promising in enhancing students' understanding on how to improve their academic writing assignments.

show abstract

Feedback Dialogues That Stimulate Students' Reflective Thinking

Cited by 63 publications

References 37 publications

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

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

Impact of feedback request forms and verbal feedback on higher education students’ feedback perception, self-efficacy, and motivation

Peer-to-peer dialogue about teachers’ written feedback enhances students’ understanding on how to improve writing skills

Contact Info

Product

Resources

About