Patterns in the form of formative feedback and student response

Ellegaard, Marianne; Damsgaard, Linn; Bruun, Jesper; Johannsen, Bjørn Friis

doi:10.1080/02602938.2017.1403564

Cited by 18 publications

(18 citation statements)

References 19 publications

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“…Previous research reveals that feedback can improve students' course grades with gains ranging from one half to one full grade (Hwang and Chang, 2011;Popham, 2011) to some of the largest learning gains reported for educational interventions (Earl, 2013, p.25;Vonderwell and Boboc, 2013). Second, feedback is associated with increased levels of motivation among students (Shute, 2008;Harlen, 2013;Ellegaard et al, 2018;Dawson et al, 2019). Third, feedback has been linked to remedial activities, such as directing future learning and identifying students who require additional support (Tett et al, 2012;Merry et al, 2013).…”

Section: Theoretical Framework Feedback and Student Learningmentioning

confidence: 99%

Effects of Digital Score Reporting and Feedback on Students' Learning in Higher Education

et al. 2019

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Personalized feedback generated via digital score reports is essential in higher education due to the important role of feedback in teaching and learning as well as in improving students' performance and motivation in such educational settings. This study introduces and evaluates ExamVis, a novel and engaging digital score reporting system that delivers personalized feedback to students after they complete their exams. It also presents the results of two empirical studies employing hierarchical linear regressions in which 776 pre-service teachers took two midterms and a final exam, receiving a digital score report with personalized feedback after each exam and having the option to review each of the score reports. Study 1 found that reviewing short reports (with visual feedback given immediately after an exam) and extended reports (with visual and written feedback given after all students completed the exam) significantly predicted students' final exam scores above and beyond their midterm exam scores. Study 2 found that students who were provided with only extended digital score reports outperformed on the final exam those who had access to both short and extended digital score reports. Implications for designing digital score reports with personalized feedback that have a positive impact on student performance are discussed.

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Section: Theoretical Framework Feedback and Student Learningmentioning

confidence: 99%

Effects of Digital Score Reporting and Feedback on Students' Learning in Higher Education

et al. 2019

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“…It is the task of education institutions to provide feedback and should, therefore, encourage systematic improvement and training in the utilization of feedback (Adalberon 2020). It is also found that although feedback can be in different modes (written or spoken, formal or informal, planned or unplanned, immediate or delayed, direct or indirect, and ad hoc), generally, assessment feedback is categorized into two types in literature: formative and summative (Aoun et al 2016;Colbran et al 2016;Ellegaard et al 2017;Sadler 1989). Formative assessment feedback is given much importance in most studies because it is considered "timely" for application.…”

Section: Discussionmentioning

confidence: 99%

“…One way to enhance and facilitate learning across levels in the education system is through formative assessment (Ellegaard et al 2017). Formative feedback is designed to ensure a school is able to access formative information regarding the learning process to provide a guideline for teachers and students (Halverson 2010).…”

Section: Formative Feedbackmentioning

confidence: 99%

The power of assessment feedback in teaching and learning: a narrative review and synthesis of the literature

Adarkwah

2021

SN Soc Sci

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Assessment feedback is heralded as an integral facilitator of teaching and learning. Despite the acknowledgement of its crucial role in education, there are inconsistencies in its powerful impact in teaching and learning: the role of the categories of feedback, the role of providers of feedback, constituents of effective feedback, and barriers to effective feedback. The focus of the narrative synthesis is to examine these different dimensions of assessment feedback and its powerful role in teaching and learning. A narrative evidence involving 82 studies was presented in thematic themes identified in literature. From the comprehensive review of the literature, the concept of assessment feedback and how it contributes to school effectiveness is thoroughly discussed. The article presents assessment feedback as a valuable factor for educators and students seeking to ensure continuous school improvement. It was found that a blended form of formative and summative feedback can improve teaching and learning. Feedback in any form should be specific, timely, frequent, supportive, and constructive. Negative feedback can distort learning, affective states of the recipient of feedback, and the job performance of employees. Findings from the review can assist researchers, authors, and readers of feedback reviews in the conceptualization of the role of assessment feedback in education. The study concludes with pedagogical implications for teaching and learning practice.

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“…So, the rationale behind using structured feedback cover sheets is that it enhances the effectiveness of feedback comments by guiding attention of tutors to the use of feed up, feedback, and feed forward and to the use of explanations of why things are good or bad (adding depth). Structured feedback cover sheets may also be a tool to improve the feedback dialogue, since it may include fields for student responses and questions (see for instance, the structured feedback cover sheet in Ellegaard et al, 2018). Together, all these assumptions may be the reasons for the numerous structured feedback cover sheets that circulate in educational practice.…”

Section: Improving the Quality Of Written Feedbackmentioning

confidence: 99%

Enhancing written feedback: The use of a cover sheet influences feedback quality

2021

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Feedback can be effective to student learning if the feedback practice meets several success criteria. It appears, however, that it is not easy to put insights from theory into practice. Using a cover sheet to provide structured feedback may provide a solution. Just how cover sheets influence feedback practice is, however, still largely unknown. The present study offers an in-depth evaluation of the effects of the implementation of cover sheets on feedback practice. The study described in this article gathered data from almost 1000 feedback instances, from tutor and student interviews and from a student questionnaire. The analysis shows that the use of the cover sheet led to an increased use of feed up, feed forward and feedback on process level. Tutors and students valued the use of the cover sheet as positive, and the cover sheet helped students resolve issues better than with annotations alone. The study described in this article adds to the field of research by providing empirical data for how a cover sheet influences educational practice. The study furthermore shows that a cover sheet can be used to enhance student feedback literacy and it offers background for an easy to introduce educational intervention.

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Patterns in the form of formative feedback and student response

Cited by 18 publications

References 19 publications

Effects of Digital Score Reporting and Feedback on Students' Learning in Higher Education

Effects of Digital Score Reporting and Feedback on Students' Learning in Higher Education

The power of assessment feedback in teaching and learning: a narrative review and synthesis of the literature

Enhancing written feedback: The use of a cover sheet influences feedback quality

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