Student perspectives on formative feedback as part of writing portfolios

Bader, Monika; Burner, Tony; Iversen, Sarah Hoem; Varga, Zoltan

doi:10.1080/02602938.2018.1564811

Cited by 45 publications

(30 citation statements)

References 35 publications

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“…Finally, for the last point, that is being the kind of feedback considered constructive in English writing. It is in line with Bader et al (2019)Bader et al (2019 opinion that students' positive attitudes towards the portfolio process suggest that students would benefit from more opportunities to revise and resubmit their work and interpreting and implementing feedback in general.…”

Section: Research Question 4 What Do You Think About the Relation Besupporting

confidence: 74%

Portfolio System in Teaching Writing: EFL Students' Perceptions

Utama

2020

Pedagogy: JoELT

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The portfolio system appears as one alternative answer for such a challenge encountered by an English teacher. The research about the portfolio system that focused on students' perception is quite necessary since it helps the teachers and students of the English language find a proper way of learning writing skills. This study aimed to investigate the students' perception of using a portfolio system to improve writing ability in teaching writing skills in English as a foreign language to high school students. The participants of this research were four students of high school. In conducting this case study, the researcher collected data from the interview. This research found that the students favored implementing a portfolio system to improve their English writing skills. This research stands as a contribution to teaching English writing skills. This study suggests that a portfolio system is a useful tool for teaching English writing skills in secondary education. It can use the teacher to facilitate the students by giving feedback on their writing to encourage their writing performance.

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Section: Research Question 4 What Do You Think About the Relation Besupporting

confidence: 74%

Portfolio System in Teaching Writing: EFL Students' Perceptions

Utama

2020

Pedagogy: JoELT

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“…The goal of formative feedback is to modify the thinking and behavior of the learner to improve learning (Frank et al 2017). Formative assessment feedback is employed to support learning, aid students to bridge the gap between desired learning objectives and actual level of performance, and it helps students to appreciate the value of high-quality work (Bader et al 2019;Colbran et al 2016;Sadler 1989). Shute (2007, p. 1) states that "formative feedback represents information communicated to the learner that is intended to modify the learner's thinking or behavior for the purpose of improving learning".…”

Section: Formative Feedbackmentioning

confidence: 99%

“…Effective feedback has been documented in research as a facilitator of learning (Aoun et al 2016). It is imperative for both teachers and students to know what constitutes effective feedback, its impact on teaching and learning, its functions, and also their respective roles in the feedback processes (Bader et al 2019). Colbran et al (2016) mentioned that effective feedback provides clarification what is termed as a good performance, it fosters independent studies, and is able to motivate and encourage students to know the gap between knowledge and understanding.…”

Section: Effective Assessment Feedback In Teaching and Learningmentioning

confidence: 99%

“…McCarthy mentions six key drivers of effective feedback for students to achieve better performances; feedback should be sufficient in frequency and detail, should be targeted at students' performance and learning should be "timely" such that it is relevant in time for application, should be suited for the aim of assessment and its criteria, should be appropriate to students' conception of learning and knowledge, and should be attended to and acted upon. Bader et al (2019) opined that feedback has to be used for it to be considered as effective. According to the authors, one of the key ingredients to effective feedback is students' engagement in feedback practices.…”

Section: Effective Assessment Feedback In Teaching and Learningmentioning

confidence: 99%

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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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“…She suggested that instructors should maintain lasting focus on and commitment to portfolios in order to successfully implement portfolio assessment in the ESL classroom. Bader et al (2019) investigated the students' perceptions of formative feedback as part of portfolio assessment in Norway. From the 128 reflection notes written by student teachers of English, they found that students attached great importance to teacher feedback and considered it significant, while students thought the peer feedback lack constructive criticism.…”

Section: Portfolio Assessment On Writingmentioning

confidence: 99%

Review of Research on Portfolios in ESL/EFL Context

Wang¹,

He²

2020

ELT

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The portfolio is considered a useful tool both for instruction and assessment. Properly designed and implemented, it provides authentic language material for assessment, increases learners’ involvement in learning process and promotes self-reflection. This article mainly reviews the empirical research on portfolios in ESL/EFL context and offers suggestions for future research. The article starts by providing a brief introduction to portfolio and the framework for systematically designing and implementing portfolio assessment in the classroom. Then it reviews the empirical studies of portfolios in ESL/EFL context from three perspectives, i.e. portfolio assessment on writing, portfolios as a means to promote autonomy and e-portfolios. The article concludes by emphasizing the benefits of portfolios in language learning, indicating challenges in carrying out portfolio assessment, and providing suggestions for future research.

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Student perspectives on formative feedback as part of writing portfolios

Cited by 45 publications

References 35 publications

Portfolio System in Teaching Writing: EFL Students' Perceptions

Portfolio System in Teaching Writing: EFL Students' Perceptions

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

Review of Research on Portfolios in ESL/EFL Context

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