From fixing the work to improving the learner: An initial evaluation of a professional learning intervention using a new student-centred feedback model

Brooks, Cameron; Burton, Rochelle; Kleij, Fabienne van der; Carroll, Annemaree; Olave, Karen; Hattie, John

doi:10.1016/j.stueduc.2020.100943

Cited by 23 publications

(16 citation statements)

References 47 publications

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“…Future research could investigate what enhances interaction and establishes students as partners with their teachers in classroom assessment processes. Projects could usefully be connected with: including students in planning decisions; illuminating and co‐constructing success criteria (Brooks et al, 2021); student evaluations of peer‐ and self‐assessment practices; mobilising teacher pedagogical content knowledge (Cowie, 2012; Schildkamp et al, 2019); enhancing clarity of AfL purpose and processes; and providing sufficient time for students to participate in AfL pedagogies.…”

Section: Discussionmentioning

confidence: 99%

Prioritising students in Assessment for Learning: A scoping review of research on students' classroom experience

Arnold

2022

Review of Education

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Assessment for Learning (AfL) is important in policy and practice in secondary schooling across the globe. It is associated with teacher expertise, student agency, a dialogic classroom climate, and a commitment to the needs of all learners. Research about AfL often includes measuring the efficacy of selected practices or foregrounding the role and experience of teachers. Less prominent is literature examining student experience, which is problematic, given AfL's generally agreed aim of orienting learners as evidence seekers, interpreters, and decision‐makers. This scoping review examined 75 empirical studies published since 2002 that provided evidence of the lived experiences of secondary school students when teachers facilitated AfL pedagogical practices. A conceptualisation of student experience as comprising six interrelated dimensions, ranging from recognition of classroom practices to integration with experiences beyond the classroom, is proposed in the thematic arrangement of results. Findings show student experience as responsive to changes in teacher practice when students are co‐practitioners of AfL and developers of disciplinary expertise. The pedagogic power of students as evaluators is affirmed in evidence that positive student evaluation of the worth or value of a practice is an important precondition for productive student experience. AfL further contributes to a generative experience of learning when it enhances dialogic interactions, with students and teachers as partners in moving learning forward. Inclusive AfL and discipline‐specific AfL practices are evident but under‐represented in the field. The video abstract for this article is available at https://youtu.be/L8HI‐KIskLs.

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Section: Discussionmentioning

confidence: 99%

Prioritising students in Assessment for Learning: A scoping review of research on students' classroom experience

Arnold

2022

Review of Education

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“…Although these systems apply feedback intervention to motor skill teaching, most of them take real-time feedback as the main form of feedback information presentation. Studies have pointed out that when providing high-intensity feedback, students will become passive and dependent on the feedback, thus failing to achieve the expected learning effect [26].…”

Section: Related Workmentioning

confidence: 99%

“…For example, through the control experiment, it is found that positive comparative feedback can improve the expressive force of children basketball players' free throws [28]; Providing timely feedback has a positive impact on beginners to learn piano and master related techniques [29]. However, researchers say that feedback is not always positive [10,26], the types of feedback and the scenarios provided may have different effects on learning [30], and the conditions for the implementation and success of feedback are complex and multifaceted [27]. Relevant empirical studies have also demonstrated these views.…”

Section: Related Workmentioning

confidence: 99%

Guzheng Fingering Practice Assistant System Based on Gesture Recognition: Supporting Practice by Providing Feedback

Zhou

Liu

2023

Frontiers in Artificial Intelligence and Applications

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Beginners need a lot of practice to master fingering as a motor skill. However, in the post-lesson practice sessions, beginners often fail to provide internal feedback due to a lack of proper long-term memory, which ultimately leads to high error rates and poor practice results. This paper proposes a system to assist in the practice of Guzheng fingering. By constructing three corresponding student types and feedback implementation scenarios to provide different types of augmented feedback, the system aims to better support beginners in practicing Guzheng fingering on their own. The system employs gesture recognition technology to support the feedback intervention, and positive results were obtained through comparative experiments in which the system’s recognition and judgement functions could be used.

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“…Contemporary conceptualizations of feedback explore how students can be encouraged to actively seek out, create, provide, discuss, and apply feedback to progress their own learning (Brooks et al, 2021a , b ). This newly emerging focus challenges notions of a teacher setting work and providing highly directive feedback, and instead stresses ways to improve the learner by developing their capacity to self-regulate (Brooks et al, 2019b , 2021a , b ; Casas-Mas et al, 2019 ; López-Íñiguez and McPherson, 2020 , 2021 ; Mandouit, 2020 ).…”

Section: Other Considerations For Feedbackmentioning

confidence: 99%

Feedback in Music Performance Teaching

McPherson

Blackwell²,

Hattie³

2022

Front. Psychol.

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The purpose of this article is to provide one prominent perspective from the research literature on a conception of feedback in educational psychology as proposed by John Hattie and colleagues, and to then adapt these concepts to develop a framework that can be applied in music performance teaching at a variety of levels. The article confronts what we see as a lack of understanding about the importance of this topic in music education and provides suggestions that will help music teachers refocus how they use feedback within their teaching. Throughout the article, we draw heavily on the work of John Hattie and his colleagues whose explanations on all facets of feedback, but especially those forms of feedback that are focused on ensuring students understand “where to next”—have had a huge impact on school education through various publications.

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From fixing the work to improving the learner: An initial evaluation of a professional learning intervention using a new student-centred feedback model

Cited by 23 publications

References 47 publications

Prioritising students in Assessment for Learning: A scoping review of research on students' classroom experience

Prioritising students in Assessment for Learning: A scoping review of research on students' classroom experience

Guzheng Fingering Practice Assistant System Based on Gesture Recognition: Supporting Practice by Providing Feedback

Feedback in Music Performance Teaching

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