Moving feedback forward: theory to practice

Orsmond, Paul; Maw, Stephen J; Park, Julian R.; Gomez, Stephen; Crook, Anne C.

doi:10.1080/02602938.2011.625472

Cited by 116 publications

(96 citation statements)

References 44 publications

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“…Evidence of the effectiveness of audio feedback is clear from published findings (Macgregor et al 2011, Orsmond et al 2011, Brearley & Cullen 2012. But if audio feedback is so effective, why do not more teachers use it?…”

Section: Introductionmentioning

confidence: 98%

Engaging Students with Audio Feedback

Cann

2014

Bioscience Education

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Students express widespread dissatisfaction with academic feedback. Teaching staff perceive a frequent lack of student engagement with written feedback, much of which goes uncollected or unread. Published evidence shows that audio feedback is highly acceptable to students but is underused. This paper explores methods to produce and deliver audio feedback to a range of students engaged in a variety of academic tasks with the aim of maximising student engagement while working towards a framework which could increase the use of audio feedback by teaching staff.

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Section: Introductionmentioning

confidence: 98%

Engaging Students with Audio Feedback

Cann

2014

Bioscience Education

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“…«feedforward») единодушно отмечается исследователями (Hattie & Timperley, 2007;Orsmond, Maw, Park, Gomez & Crook, 2013;Priceetal., 2010). Цен-ность обратной связи заключается не столько в том, что она фокусируется на ре-зультате состоявшейся деятельности, то есть на прошлом, сколько ее нацеленность на будущее (Goldsmith, 2003).…”

Section: анализ литературыunclassified

Students’ feedback: messages and implications

Kuryan¹

2017

ESD

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АннотацияАктуальность исследуемой проблемы обусловлена возрастанием роли систематической и ор-ганизованной обратной связи между участниками современного образовательного процесса с его установкой на активное обучение. Несмотря на внимание исследователей к данному фактору, изучение письменной обратной связи от учащихся, адресатом которой является преподаватель, а также последующий отклик преподавателя на полученную обратную связь заслуживает более детального рассмотрения. Цель работы состоит в выявлении степени сформированности у студентов способности к саморегуляции, рефлексии и оцениванию на основе изучения форм обратной связи, предоставленных ими после выполнения группово-го задания на занятиях по иностранному языку. В качестве методологической концепции была использована модель саморегулируемого обучения Б. Циммермана; для интерпретации данных применялся качественный анализ предоставленных письменно форм обратной. В результате проведенного исследования был определен ряд проблемных областей в саморе-гуляции студентов: непоследовательность оценивания компонентов-составляющих деятель-ности и тотальной оценки всей деятельности; недостаточная степень организованности при работе с формами обратной связи; несформированность умения осмыслять учебный опыт и выделять сильные и слабые стороны как своей деятельности, так и одногруппников, а также проектировать будущую деятельность. Намечены пути корректировки преподавателем дан-ных проблем. Полученные результаты подчеркивают значимость «декодирования» препода-вателем форм обратной связи и позволяют повысить качество образовательного процесса за счет выстраивания истинно диалогичных отношений между его участниками и развития метакогнитивных умений студентов. Ключевые слова: обратная связь, высшее образование, саморегуляция в обучении, рефлек-сия, оценивание, педагогические методы и технологии. Abstract Active learning increases the role of organized and systematic feedback between all the stakeholders of modern education. Although this factor has been given considerable attention in the literature, the study of written feedback from students and the subsequent response of the teacher deserves closer investigation. This research reveals -on the basis of feedback forms analysis -the level of development of students' competences of self-regulation, reflection and evaluation. Zimmerman's model of self-regulated learning was used as theoretical premises of the paper; qualitative analysis was employed for data interpretation. The study helped to identify a range of problematic areas in students' self-regulatory processes in learning including, • inconsistencies in the evaluation of performance aspects and the performance in total; Students' feedback: messages and implications• organisational issues concerning the use of the feedback form;

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“…[9] By providing an opportunity for students to reflect and act upon the received feedback, tutors indirectly facilitate not only students' learning, but also their self-regulated learning skills. [9] Therefore, effective feedback has been defined as being concise, clear, specific and timely and identifies learning strengths and gaps. [9] Butler and Winne [10] link the concepts of feedback and self-regulation.…”

Section: Researchmentioning

confidence: 99%

“…Feedback has been described as the exchange of information by human beings in a problem-solving situation. [9] In the context of this study, it can be viewed as the exchange of information between tutors and students regarding performance during PBL tutorials.…”

Section: Researchmentioning

confidence: 99%

“…[9] Therefore, effective feedback has been defined as being concise, clear, specific and timely and identifies learning strengths and gaps. [9] Butler and Winne [10] link the concepts of feedback and self-regulation. They described self-regulated learners as those who possess skills of setting goals to acquire knowledge, and discuss strategies to address these goals while monitoring, evaluating and reflecting upon the process, sometimes re-shaping their initial goals to achieve their objectives.…”

Section: Researchmentioning

confidence: 99%

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Self-regulated learning: A key learning effect of feedback in a problem-based learning context

Mubuuke

Louw

Schalkwyk

2017

AJHPE

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Background. Problem-based learning (PBL) has been adopted across many health professions training institutions. Small-group student tutorials are a major component of PBL. Facilitator feedback during a tutorial is a key activity to promote self-regulated learning. Objective. To explore ways in which students use feedback to promote self-regulated learning in a PBL environment. Methods. This was an exploratory qualitative study in which individual interviews and focus group discussions were conducted with health science students who had experience of the tutorial process. Data were collected through audio recording and writing of field notes. Thematic analysis was employed to generate the reported themes. Results. Students used feedback in various ways that can lead to self-regulated learning. Their experiences were summarised into three themes, i.e. activation of prior knowledge; reflection; and formulation of a personal learning plan. From the findings, a conceptual model linking feedback and selfregulated learning in a PBL context was developed. Conclusion. In this study, we propose a conceptual model illustrating how feedback is a major activity in the critical pathway that leads to self-regulated learning.

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Moving feedback forward: theory to practice

Cited by 116 publications

References 44 publications

Engaging Students with Audio Feedback

Engaging Students with Audio Feedback

Students’ feedback: messages and implications

Self-regulated learning: A key learning effect of feedback in a problem-based learning context

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