How conceptualising respect can inform feedback pedagogies

Zhou, Jiming; Tai, Joanna; Bearman, Margaret

doi:10.1080/02602938.2020.1733490

Cited by 18 publications

(14 citation statements)

References 46 publications

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“…In the one-on-one meetings, the instructors offered dialogue that was purposefully wellintentioned and receptive of student emotions, and they provided personalized guidance as to how the students' work could be improved. The instructors demonstrated to students that they mattered (Schwartz 2017), offering them encouragement and making them feel valued (Fong et al 2019), respected (Zhou et al 2021), and cared for (Kornhaber et al 2016). Feeding forward in a low-stakes environment eased the anxiety that attended the judgement of work, helping some students overcome their fear of critique because they believed they could improve their work before final grading.…”

Section: Discussionmentioning

confidence: 99%

Can Relational Feed-Forward Enhance Students’ Cognitive and Affective Responses to Assessment?

Hill

Berlin

Choate

et al. 2021

TLI

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Assessment feedback should be an integral part of learning in higher education, but students can find this process emotionally and cognitively challenging. Instructors need to consider how to manage students’ responses to feedback so that students feel capable of improving their work and maintaining their wellbeing. In this paper, we examine the role of instructor-student relational feed-forward, enacted as a dialogue relating to ongoing assessment, in dissipating student anxiety, enabling productive learning attitudes and behaviours, and supporting wellbeing. We undertook qualitative data collection within two undergraduate teaching units that were adopting a relational feed-forward intervention over the 2019–2020 academic year. Student responses were elicited via small group, semi-structured interviews and personal reflective diaries, and were analysed inductively using thematic analysis. The results demonstrate that relational feed-forward promotes many elements of student feedback literacy, such as appreciating the purpose and value of feedback, judging work against a rubric, exercising volition and agency to act, and managing affect. Students were keen for instructors to help them manage their emotions related to assessment, believing this would promote their wellbeing. We conclude by exploring academic strategies and pedagogies that position relational instructor feed-forward as an act of care, and we summarize the key characteristics of emotionally resonant relational feed-forward meetings.

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Section: Discussionmentioning

confidence: 99%

Can Relational Feed-Forward Enhance Students’ Cognitive and Affective Responses to Assessment?

Hill

Berlin

Choate

et al. 2021

TLI

View full text Add to dashboard Cite

show abstract

“…Considering all the described phenomena, it is worth suggesting for EFL teachers to introduce their learners to peer feedback activities in order to help them begin seeing that the long-lengthy writing evaluations put forth by their peers can also lead them to academic writing learning success. Zhou et al, (2021) acknowledged that it is exceptionally pivotal for EFL teachers to introduce some meaningful academic writing peer feedback strategies for their learners to not merely transfigure them into more competent academic writers but also broad-minded academicians highly respectful for variegated academic writing products. Cao et al (2019) mentioned that there are two effective strategies EFL teachers can harness to maximize the continuous utilization of academic writing peer feedback.…”

Section: The Integration Of Peer Feedback In Academic Writingmentioning

confidence: 99%

English Education Master Students' Perceptions on Peer Feedback in Academic Writing

Wijaya¹

2022

JFLTL

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This present qualitative study aimed to explore English Education Master Students’ perceptions on peer feedback in academic writing. One major reason for conducting this study was to shed more enlightenment for ELT parties in maximizing peer feedback activities in academic writing classes. Qualitative content analysis was utilized to attain clearer portrayals out of the specific phenomenon. To fulfill this research aim, 10 online Likert-scale questionnaire items along with 5 open-ended written narrative inquiry questions were administered to 15 English Education Master Students, Sanata Dharma University, batch 2019. The research results strongly suggested EFL educators continually cultivating peer feedback practices in academic writing activities in order to better promote more enjoyable, meaningful, and holistic learning environments in which learners’ target language and future life competencies are thriving more fruitfully. To a lesser extent, these specific research results can potentially give more enlightenment for globalized ELT parties with regard to the appropriate utilization of academic writing peer feedback activities in accord with graduate university EFL learners’ perspectives.Keywords: Peer feedback; academic writing, English Education Master students; qualitative content analysis

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“…Signature disciplinary-based feedback practices are facilitated by supportive learning cultures. Learning cultures of emotional and relational support can be achieved by fostering respect for individuals and their contributions (Zhou et al 2021). Phrasing feedback in a sensitive way is an important part of respect, but it is also necessary to be sincere by offering constructive, critical comments.…”

Section: Learning Culturesmentioning

confidence: 99%

Signature feedback practices in the creative arts: integrating feedback within the curriculum

Pitt

Carless

2021

Assessment & Evaluation in Higher Education

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Without teacher and student feedback literacy, it is difficult for feedback processes to fulfil their potential. Feedback literacy development within the arts or humanities is, however, under-researched. The current study fills this gap by illustrating how educators in the performative creative arts designed signature feedback practices to facilitate the development of student feedback literacy. Opportunities for feedback literacy development were created via learning cultures that embedded emotional and relational support, discussed work-in-progress, and promoted peer feedback. Focus groups with educators highlighted how integrated assessment design and signature feedback practices provided opportunities for collaborative, critical and open learning environments conducive to the development of student feedback literacy. Students were afforded ongoing opportunities to perform their work-in-progress and see first-hand the work of peers, facilitating space in the curriculum for meaningful dialogue surrounding the enactment of feedback. Questionnaire data indicated that students understood the role of feedback in their learning but sometimes struggled to generate feedback for their peers and apply it to their own work. The main significance of the research lies in showing how signature feedback practices enable the integration of curriculum and assessment and carry potential to support the development of teacher and student feedback literacy.

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How conceptualising respect can inform feedback pedagogies

Cited by 18 publications

References 46 publications

Can Relational Feed-Forward Enhance Students’ Cognitive and Affective Responses to Assessment?

Can Relational Feed-Forward Enhance Students’ Cognitive and Affective Responses to Assessment?

English Education Master Students' Perceptions on Peer Feedback in Academic Writing

Signature feedback practices in the creative arts: integrating feedback within the curriculum

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