The use of self, peer and teacher assessment as a feedback system in a learning environment aimed at fostering skills of cooperation in an entrepreneurial context

Schelfhout, Wouter; Dochy, Filip; Janssens, Steven

doi:10.1080/0260293042000188465

Cited by 38 publications

(32 citation statements)

References 13 publications

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“…Fifth, feedback can be positive or negative. Although some researchers argue that feedback should be positive (Scheeler, Ruhl, and McAfee 2004), others argue that negative feedback can motivate learners (Schelfhout, Dochy, and Janssens 2004), and some even argue that feedback is more effective when it is balanced between positive and negative comments (Weaver 2006). Sixth, the timing of feedback can be either delayed or immediate.…”

Section: Overview Of the Feedback Literaturementioning

confidence: 99%

Development of the Teacher Feedback Observation Scheme: evaluating the quality of feedback in peer groups

Thurlings

Vermeulen

Kreijns

et al. 2012

Journal of Education for Teaching

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Research suggests that feedback is an essential element in learning. This study focuses on feedback that teachers provide in reciprocal peer groups to improve their performance in the classroom. The Teacher Feedback Observation Scheme (TFOS) was developed to identify feedback patterns, which approaches feedback as a multidimensional process. The TFOS helps acquire insights into the effectiveness of feedback, and provides information regarding the situations in which possible interventions can be undertaken if feedback is declining and becoming ineffective. This may especially be necessary when the communication of feedback is mediated by information and communications technology (ICT). The TFOS was piloted using videotaped sessions of three face-to-face groups, as well as one virtual group, using discussion wikis. All four groups of teachers used the Video Intervision Peer-coaching (VIP) procedure. The findings reveal that feedback in the virtual group was less effective than it was in the face-to-face groups. In addition, ineffective feedback patterns in the face-to-face groups transitioned into more effective feedback patterns. The TFOS appears to be adept at identifying feedback patterns in peer groups.

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Section: Overview Of the Feedback Literaturementioning

confidence: 99%

Development of the Teacher Feedback Observation Scheme: evaluating the quality of feedback in peer groups

Thurlings

Vermeulen

Kreijns

et al. 2012

Journal of Education for Teaching

View full text Add to dashboard Cite

show abstract

“…One article was not included in the model, because it did not propose or prove what feedback should be like (Schelfhout et al, 2004). Fourteen articles focused on student learning and six focused on (student) teachers.…”

Section: Social Constructivismmentioning

confidence: 99%

“…Twenty-one articles reasoned from social constructivism: Licklider (1995), Black and Wiliam (1998), Tillema and Smith (2000), MacDonald (2001), Manouchehri (2002), Mory (2003), Schelfhout, Dochy, and Janssens (2004), Gibbs and Simpson (2004), Yang and Liu (2004), Weaver (2006), Hattie and Timperley (2007), Brandt (2008), Segers, Gijbels, and Thurlings (2008), Landry, Anthony, Swank, andMonseque-Bailey (2009), Fund (2010), Gielen, Peeters, Dochy, Onghena, and Struyven (2010), Kretlow and Bartholomew (2010), Li, Liu, and Steckelberg (2010), Martens, de Brabander, Rozendaal, Boekaerts, and Van der Leeden (2010), Colasante (2011), and Van der Kleij, Eggen, Timmers, and Veldkamp (2012).…”

Section: Data-analysismentioning

confidence: 99%

Understanding feedback: A learning theory perspective

Thurlings

Vermeulen

Bastiaens

et al. 2013

Educational Research Review

192

114

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“…Varios trabajos durante esta década validan estas propuestas; también comprueban que involucrar a los estudiantes en la evaluación de los resultados de su aprendizaje (evaluación por pares, auto evaluación y coevaluación) es sustancialmente beneficioso para este propósito (Smyth, 2004;Schelfhout, Dochy y Janssens, 2004;Richardson, 2005;Taras, 2001Taras, , 2003.…”

Section: Criterios Y Estándares Para Evaluar El Aprendizaje En La Uniunclassified

Evaluación del aprendizaje en la universidad: una mirada retrospectiva y prospectiva desde la divulgación científica

Valdivia

2017

EJREP

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Este artículo tiene como propósito aproximarse al estado actual de la investigación sobre la evaluación del aprendizaje en la universidad. Se realiza una búsqueda en publicaciones científicas periódicas de reconocido prestigio. Tres preguntas se elaboran a modo de guía del análisis de contenido de los artículos consultados: (i) ¿Cuáles son las problemáticas relacionadas con la evaluación del aprendizaje en la universidad que vienen preocupando a docentes e investigadores en la última década?, (ii) ¿Cómo se manifiestan en diferentes contextos universitarios? y (iii) ¿Qué sugieren las investigaciones como soluciones pertinentes y probables para mejorar la evaluación del aprendizaje en la universidad? La categorización del contenido de los artículos gira en torno a ello. Con esta información se crea la base documental para este trabajo que permite realizar algunas inferencias, presumiblemente de interés, respecto a cuáles son las problemáticas relacionadas con la evaluación del aprendizaje en la universidad que vienen preocupando a docentes e investigadores en la última década; cómo se manifiestan en diferentes contextos universitarios y qué sugieren las investigaciones como soluciones pertinentes y probables. Finalmente se ofrece una amplia lista de referencias bibliográficas, útil a docentes e investigadores interesados en el tema.

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The use of self, peer and teacher assessment as a feedback system in a learning environment aimed at fostering skills of cooperation in an entrepreneurial context

Cited by 38 publications

References 13 publications

Development of the Teacher Feedback Observation Scheme: evaluating the quality of feedback in peer groups

Development of the Teacher Feedback Observation Scheme: evaluating the quality of feedback in peer groups

Understanding feedback: A learning theory perspective

Evaluación del aprendizaje en la universidad: una mirada retrospectiva y prospectiva desde la divulgación científica

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