Students’ engagement across a typology of teacher feedback practices

Abstract

The provision of feedback is widely practised as part of formative assessment. However, studies that examine the impact of feedback are usually from the teachers’ perspective, focusing on why and how they provide feedback. Fewer studies examine feedback from the students’ perspective, especially in the way they experience, make sense of and take up their teachers’ feedback. This paper provides empirical evidence of student engagement with different patterns of teacher feedback in their written essays. Data were gathered from 45 students (from 5 different schools) through group interviews and analysis of student artefacts from three rounds of writing tasks. The findings on affective, behavioural and cognitive engagement surfaced the conditions that will contribute to students’ will and skill to act on their teachers’ feedback. The implications on both teacher and student assessment literacy are discussed. The discussion will provide professional development providers and policy makers with new perspectives of and approaches to strengthening formative assessment practices in ways that are more cognizant of students’ experience of feedback.

FLM-based AFL improves physics engagement and conceptual understanding

“…The teacher must ensure students achieve the established learning goals during AFL practice. Consequently, teachers must be attentive to learning activities, such as monitoring student behavior, communication, responding, and respecting one another [26]. AFL practice cannot be considered a practical assessment without formative feedback.…”

“…Moreover, this study's findings align with previous research emphasizing the importance of implementing FLM in AFL to enhance student learning engagement. Subheesh and Sethy [29] stressed the benefits of involving students and teachers in AFL, leading to more mature learning, self-efficacy, critical [26] highlighted that feedback could increase learning engagement by helping students understand their capacities and skills and effectively apply the teacher's comments. The use of technology to implement AFL more efficiently is another crucial factor to consider, as it helps students adapt to the digital environment and saves valuable class time [16].…”

Affective, behavioural, and cognitive engagement with written feedback on second language writing: a systematic methodological review

“…The affective dimension exhibited the least conceptual diversity, with 80% of studies querying students' affective and attitudinal responses. As some studies adopted longitudinal designs (e.g., Lyu and Lai, 2022;Tay and Lam, 2022), the focus was sometimes on identifying and measuring changes in students' affect or attitude (e.g., Yu and Jiang, 2020;Zhang, 2021). Reference to theoretical constructs of affective responses in existing literature was rare, with the exception of Martin and Rose's (2003) framework, comprising affect, judgement¸ and appreciation, which five studies drew on (e.g., Zheng et al, 2020a;Lira-Gonzales et al, 2021).…”

Challenges of Oral Presentations in Online English Classrooms: Do Lecturers and Students Experience the Same?

“…That's why, my approach was I had it done individually). As students preferred specific feedback from the lecturers, it was quite difficult for the lecturers to cater to each individual because pointing out detailed errors or mistakes could be overwhelming to the lecturers, hence, a summary feedback could still help students to improve their skills as a whole (Tay & Lam, 2022). Therefore, it can be inferred that the feedback given would depend on the students' needs and the lecturers need to know the kind of feedback that students prefer.…”

“…Based on this data, it can be inferred that the students would really appreciate the constructive feedback from the lecturers, however, due to some constraints, such as high number of students in a class and time constraint, the students could not receive individual feedback from the lecturers. Getting feedback from lecturers or peers could help the students to know and identify their strengths and weaknesses which this could assist them to do better in their future assignments and assessments (Al Maharma & Abusa'aleek, 2022;Alshammary & Alhalafawy, 2023;Erkan, 2022;Klimova & Pikhart, 2022;Tay & Lam, 2022). Thus, the lecturers may want to consider providing feedback as one of their teaching approaches.…”