Formative assessment and feedback for learning in higher education: A systematic review

Morris, Rebecca; Perry, Thomas W.; Wardle, Lindsey

doi:10.1002/rev3.3292

Cited by 99 publications

(62 citation statements)

References 56 publications

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“…So, Lai K.-W., Hong K.-S. in the study of digital technology use patterns and descriptions of learning characteristics of practical differences between generations (20 and 30-40-year-old students) were not found. The results of their study showed that generation is not a determining factor in students' use of digital technology for learning, and generation has no radical impact on the learning characteristics of higher education students [33]. Thus, differences in age are not a barrier to effective communication in the digital environment.…”

Section: Literature Reviewmentioning

confidence: 99%

Transformation of communications in the new (modern) digital university in the context of digital globalization

Diachkova¹,

Tomyuk²,

Faizova³

et al. 2021

P Sci Edu

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Problem and goal. In the context of digital globalization traditional forms of communication at the university are forced to transform in order to meet educational objectives. However, the established practice of building communications in universities in new formats has revealed a number of problems of ineffective interaction between participants in the educational process. The article aims to identify the main features of the transformation of the forms of communication in distance learning at the university. Particular attention is paid to the conditions for the formation of an effective digital dialogue in the university-student-teacher triad. Materials and research methods. The study of the transformation of communication is considered from an economic, pedagogical, and philological (semiological) point of view. The economic approach includes consideration of resource constraints that prevent the development of various forms of communication in the educational space, and an assessment of the effectiveness of the communication process. The pedagogical approach allows to evaluate the technologies and formats of communication in online learning. The semiological approach is focused on the choice of techniques and schemes that are adequate to digital dialogue. The empirical research was carried out using the questionnaire. The survey involved 2–4-year students at the Ural Federal University named after the first President of Russia B. N. Yeltsin. Research results. In the 2020–2021 academic year, students were able to adapt to rapid inclusion in distance learning and the use of digital technologies, but half of the students prefer to return to the traditional format of education, 39% of students for a mixed (blended learning) format. It was found that if the verbal forms of communication when transferring the course content from the teacher to the students were not transformed taking into account the digital environment and online learning, then this could lead to unnecessary complexity for perception (according to 54.5% of respondents), the appearance of information noise, as a consequence, the appearance of discomfort (for 40% of the respondents) and attempts to avoid communication (for 18%). 52% of students indicated that their opinion about distance improved over time. Discussion and conclusions. The authors concluded that digital skills today mean more than digital literacy. In communication, it is important to develop new technologies, techniques and tools that are adequate to new educational and upbringing tasks. And in modern conditions, burdened by pandemic threats, other ways of digitalizing the university with the construction of effective communications are rather impossible.

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Section: Literature Reviewmentioning

confidence: 99%

Transformation of communications in the new (modern) digital university in the context of digital globalization

Diachkova¹,

Tomyuk²,

Faizova³

et al. 2021

P Sci Edu

View full text Add to dashboard Cite

show abstract

“…There are no easy answers to these questions. The Covid-19 pandemic has disrupted teaching in a variety of institutions, especially in higher education (Morris et al, 2021). Electronic learning (e-learning) became the core method of teaching the curriculum during the pandemic (Holubek, 2020).…”

Section: Higher Education and Covid-19mentioning

confidence: 99%

“…One of the ways digital media and especially RSs systems can be utilized in the classroom is through the involvement of learners in a process of formative assessment and feedback, with their consent and active participation (Hargreaves, 2008;Yoon, 2017;Hussein, 2019). Research by Wiliam (2011) and Morris et al, (2021) illustrated that the fundamental importance of a productive formative assessment through timely feedback and discussion of student responses, helps students' progress and improves their metacognitive function.…”

Section: Higher Education and Covid-19mentioning

confidence: 99%

The Use of Response Systems in Higher Education during the Covid-19 Pandemic Period

Diamantis¹,

Koupidis²,

Bikos³

2022

IJLD

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The present article investigates the dimensions of utilization of Response Systems (RSs) in the teaching process. These RSs provide learners with real-time interaction and strengthen their participation. The project is an attempt to record the views of students (N=199) regarding the experience and the impact of their involvement in the use of RSs. In an interdepartmental course taught at the Department of Philosophy and Education of Aristotle University of Thessaloniki during the spring semester of 2020, students used RSs before, during and after the teaching process. Participants were asked to complete an appropriate questionnaire regarding online RSs applications. In this study, we examined how and to what extent students accepted their involvement in the RSs in the first phase of the Covid-19 pandemic period. The participants, coming from nine University Departments, evaluated positively the integration in RSs teaching. The results showed that more than nine out of ten participants agree that these applications provide new possibilities for strengthening teaching methods through an entertaining experience and the participants have stated that these applications enhance active participation and collaborative learning and engage them actively and pleasantly in a metacognitive function process.

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“…Feedback to learners consists of direct feedback and vicarious feedback [10]. Direct feedback refers to feedback from instructors or employers on learners' performance, whereas vicarious feedback is from more experienced learners on their experience and consequences of actions [10,11]. A pedagogical technique that derives from feedback is feedforward, in which learners "interpret and apply .…”

Section: Online Learning and Learning Feedbackmentioning

confidence: 99%

“…Peer feedback is provided among learners during the learning process. It has the clear goals of improving learner performance [10,11]. Course evaluations are solicited confidentially by education institutions for instructor and course assessment.…”

Section: Introductionmentioning

confidence: 99%

Reviewer Experience vs. Expertise: Which Matters More for Good Course Reviews in Online Learning?

Fang

Wang

2021

Sustainability

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With a surging number of online courses on MOOC (Massive Open Online Course) platforms, online learners face increasing difficulties in choosing which courses to take. Online course reviews posted by previous learners provide valuable information for prospective learners to make informed course selections. This research investigates the effects of reviewer experience and expertise on reviewer competence in contributing high-quality and helpful reviews for online courses. The empirical study of 39,114 online reviews from 3276 online courses on a leading MOOC platform in China reveals that both reviewer experience and expertise positively affect reviewer competence in contributing helpful reviews. In particular, the effect of reviewer expertise on reviewer competence in contributing helpful reviews is much more prominent than that of reviewer experience. Reviewer experience and expertise do not interact in enhancing reviewer competence. The analysis also reveals distinct groups of reviewers. Specifically, reviewers with low expertise and low experience contribute the majority of the reviews; reviewers with high expertise and high experience are rare, accounting for a small portion of the reviews; the rest of the reviews are from reviewers with high expertise, but low experience, or those with low expertise, but high experience. Our work offers a new analytical approach to online learning and online review literature by considering reviewer experience and expertise as reviewer competence dimensions. The results suggest the necessity of focusing on reviewer expertise, instead of reviewer experience, in choosing and recommending reviewers for online courses.

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Formative assessment and feedback for learning in higher education: A systematic review

Cited by 99 publications

References 56 publications

Transformation of communications in the new (modern) digital university in the context of digital globalization

Transformation of communications in the new (modern) digital university in the context of digital globalization

The Use of Response Systems in Higher Education during the Covid-19 Pandemic Period

Reviewer Experience vs. Expertise: Which Matters More for Good Course Reviews in Online Learning?

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