Unpacking the feedback process: an analysis of undergraduate students’ interactional meaning-making of feedback comments

Esterhazy, Rachelle; Damşa, Crina

doi:10.1080/03075079.2017.1359249

Cited by 104 publications

(75 citation statements)

References 22 publications

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“…It encompasses the need to process information from wherever information can be located as well as how they can utilise such information. This increasing focus in the literature on what students do with performance cues is reflected in recent qualitative studies by Noble et al (2019a) in the medical education context, and Esterhazy and Damşa (2019) in the higher education setting. Group 7 recognises that benefiting from feedback is not an activity that takes place at a single point in time, but requires planning and follow up.…”

Section: Enacts Outcomes Of Processing Of Feedback Informationmentioning

confidence: 99%

“…There is reason to question each of these assumptions. For example, it has been documented that students and teachers have different views about what feedback refers to (Carless 2006;Adcroft 2011;Dawson et al 2019), and that feedback designs in higher education are wanting (Esterhazy and Damşa 2019). There is also a growing recognition that while teachers' designs are important, feedback needs necessarily to be a learningcentred process, and as such, it is the students' ability to effectively engage with and utilise feedback processes that needs to be given more attention.…”

Section: Introductionmentioning

confidence: 99%

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Developing a learning-centred framework for feedback literacy

Molloy

Boud

Henderson

2019

Assessment & Evaluation in Higher Education

280

117

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There is an increasing focus on notions of feedback in which students are positioned as active players rather than recipients of information. These discussions have been either conceptual in character or have an empirical focus on designs to support learners in feedback processes. There has been little emphasis on learners' perspectives on, and experiences of, the role they play in such processes and what they need in order to benefit from feedback. This study therefore seeks to identify the characteristics of feedback literacythat is, how students understand and can utilise feedback for their own learningby analysing students' views of feedback processes drawing on a substantial data set derived from a study of feedback in two large universities. The analysis revealed seven groupings of learner feedback literacy, including understanding feedback purposes and roles, seeking information, making judgements about work quality, working with emotions, and processing and using information for the benefit of their future work (31 categories in total). By identifying these realised components of feedback literacy, in the form of illustrative examples, the emergent set of competencies can enable investigations of the development of feedback literacy and improve feedback designs in courses through alignment to these standards.

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Section: Enacts Outcomes Of Processing Of Feedback Informationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Developing a learning-centred framework for feedback literacy

Molloy

Boud

Henderson

2019

Assessment & Evaluation in Higher Education

280

117

View full text Add to dashboard Cite

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“…As previously described, feedback dialogues have been discussed as important sites for the co-construction of meaning between student, teacher, and the institutional context (Carless, 2006;Nicol, 2010;Ajjawi and Boud, 2017;Esterhazy and Damşa, 2017). The findings presented in this final section suggest that it is a particular strength of face-to-face assessment delivery to enable such productive negotiations of highly relevant but often tacit understandings about the underlying assumptions that govern disciplinary activity in a particular institutional setting.…”

Section: Pedagogical Implications IImentioning

confidence: 73%

“…Although dialogic feedback processes are increasingly discussed in the literature (e.g. Nicol, 2010;Carless, 2016;Steen-Utheim and Wittek, 2017), such naturally occurring exploration of face-to-face feedback interaction is rarely the focus of analysis in this field (see, however, two recent studies by Ajjawi and Boud (2017) and Esterhazy and Damşa (2017)).…”

Section: Discussionmentioning

confidence: 99%

“…Although research in the feedback field has only recently come to be interested in interactional aspects of feedback practice (Ajjawi and Boud, 2017;Esterhazy and Damşa, 2017), there are a number of studies on higher education text supervision that provide interesting insights into participants' interactional work in text-based assessment settings. While these studies deal with work-inprogress rather than a finished text and involve teacher and student as supervisor and supervisee rather than assessor and assessee, they point at a number of issues that may also be of relevance to discussions of student writing in summative assessment settings in higher education.…”

Section: Interactional Research On Text Supervisionmentioning

confidence: 99%

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The Swedish grade conference: A dialogical study of face-to-face delivery of summative assessment in higher education

Meyer-Beining

Vigmo

Mäkitalo

2018

Learning, Culture and Social Interaction

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Title:Assessing writers, assessing writing -a dialogical study of grade delivery in Swedish higher education Author:Janna Meyer-Beining Language: English with a Swedish summary ISBN:978-91-7346-510-6 (print) ISBN:978-91-7346-511-3 (pdf) Assessment feedback has been discussed as an important resource for providing students with a sense of their current performance relative to institutional expectations and with the information needed to close apparent gaps. Pointing out that this involves complex sensemaking processes, recent research has stressed the need to change the nature of assessment feedback from teacher telling to student/teacher/peer dialogues. However, there is still very little empirical research that has explored the sense-making processes that become evident in such feedback dialogues in situ. This dissertation approaches assessment feedback as a unique type of communication and illuminates the issues that become relevant as participants make sense of an assignment and its institutional assessment in the context of face-to-face grade delivery in Swedish higher education. The empirical focus is on the grade conference, a specific type of assessment activity that here involved a student and his or her former supervisor. The analytical work of this dissertation is based on a corpus of ten video-and audio-recorded grade conferences from a graduate module on environmental sustainability assessment where grade delivery was connected to a student-written scientific report. In three separate studies, these recordings were approached from sociocultural and dialogical perspectives, with a particular focus on the ways in which feedback communication was situated in different streams of sociocultural activity and achieved in instances of coordinated communicative action.The findings suggest that assessment feedback, as a type of communication, involves complex forms of sense-making on two interconnected planes: in the first place, participants in the ten grade conferences made sense of their communicative roles and responsibilities in the current feedback activity. Here, teachers were found to take on a particularly pivotal role, providing guidance for student participation in each meeting. Secondly, participants also made sense of the situated meaning of the performance grade that was being delivered and on the written report on which it was based. This involved intricate negotiations of accountabilities -as student, author, assessor and supervisor -that suggest that this type of assessment feedback provides room for broader, disciplinary, discussions of what it means to be a writer, a student and a supervisor in (Swedish) higher education. These findings give

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