The role of formative feedback in promoting higher order thinking skills in classrooms: a theoretical model

Abstract

Feedback plays an important role in the teaching and learning environment because it provides learners with information intended to help them improve their learning. For feedback to be successful in this role, the information from feedback must also highlight the type of thinking exhibited in performing any tasks. However, very few studies have been conducted to examine the role feedback plays in promoting higher order thinking. The purpose of this paper is to propose a theoretical feedback model that can promote higher order thinking. The components of the model include: conducive learning environment, instructional activities, task characteristics, validating students' thinking, and providing feedback. Future research is needed to empirically test the variables and their relationships as proposed in the model.

EFL Teachers’ Attitudes and Competence in Developing HOTS-Based Formative Assessment

“…English educators should encourage their learners to the HOTS through teaching and learning practices and deliver HOTS-oriented questions. Butakor and Kwame (2016) declared that educators must enhance their content mastery to improve the students' HOTS in teaching-learning activities. Still, they also have to understand HOTS and how they can be involved in the classroom setting.…”

The role of teacher-student relationship on performance in mathematics of the eleventh graders in the Cape Coast metropolis: Critical friendship perspective

“…This is because formative feedback usually communicates the message that students can rely on to modify their thinking or behaviour that can lead to improvement in their learning (Shute, 2008). Formative feedback also highlights the type of thinking skills or algorithm students employ when engaging in classroom learning activities (Butakor, 2016). For the purpose of formative feedback to be realized, much depends on the classroom learning environment because the way the learning environment is structured impacts on students academics performance (Ames, 1992).…”

Promoting Students’ Higher-Order Thinking Skills Through Teacher’s Feedback in an EFL Classroom

“…To respond with such issues, many educators have attempted to develop HOTS-based learning activities, one of them is through feedback provision (Brookhart, 2010;Limbach & Waugh, 2010;Butakor, 2016). In line with this, Limbach and Waugh (2010) suggest that feedback practices and learning assessment can be carried out to increase the ability to think critically.…”