Using patchwork texts in assessment: clarifying and categorising choices in their use

Trevelyan, Rose; Wilson, A.

doi:10.1080/02602938.2010.547928

Cited by 12 publications

(5 citation statements)

References 32 publications

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“…There are several different designs however within each approach there are common elements that adhere to fundamental objectives: (a) continuous learning, (b) deep learning, (c) integrated understanding of a topic and (d) meta-cognitive self-reflection on the learning journey 9 . Based on these objectives, a core set of elements (multiple assessment tasks; pacing of tasks and the integration of work into a comprehensive whole) together with a range of optional elements are identified.…”

Section: Introductionmentioning

confidence: 99%

Embedding a patchwork text model to facilitate meaningful reflection within a medical leadership curriculum

Moen

Prescott

2016

Int J Med Educ

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Section: Introductionmentioning

confidence: 99%

Embedding a patchwork text model to facilitate meaningful reflection within a medical leadership curriculum

Moen

Prescott

2016

Int J Med Educ

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“…Rating forces students to critically approach the feedback received and to carefully reflect on what they have learned and how this relates to the feedback they received. By reflecting on the feedback received, students strengthen their understanding and, therefore, are in a better position to improve their performance and deepen their learning while developing self-reflection skills (Trevelyan & Wilson, 2012). And reflection may elicit deep learning, as Nicol (2009) and Moon (2013), among others, have stated.…”

Section: Dialogic Peer Feedbackmentioning

confidence: 99%

“…Another advantage of peer feedback is that not only the receiver, but also the provider, may learn from it (Cho & Cho, 2011;Ertmer et al, 2007;Sapouna, 2016). By considering other students' work, students deepen their own learning and increase their motivation to learn (Trevelyan & Wilson, 2012). Providers improve their higher-level learning skills and practice to evaluate, monitor, and regulate their own learning.…”

Section: Introductionmentioning

confidence: 99%

Strengthening dialogic peer feedback aiming for deep learning in SPOCs

Filius

Kleijn

Uijl

et al. 2018

Computers & Education

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A B S T R A C TThis study is focused on how peer feedback in SPOCs (Small Private Online Courses) can effectively lead to deep learning. Promoting deep learning in online courses, such as SPOCs, is often a challenge. We aimed for deep learning by reinforcement of 'feedback dialogue' as scalable intervention.Students provided peer feedback as a dialogue, both individually and as a group. They were instructed to rate each other's feedback, which was aimed at deep learning. Data from questionnaires from 41 students of a master epidemiology course were used to measure for each feedback assignment to what extent deep learning was perceived. The feedback received by students who scored extremely high or low on the questionnaire was analyzed in order to find out which features of the feedback led to deep learning. In addition, students were interviewed to retrieve information about the underlying mechanisms.The results support the view that peer feedback instruction and peer feedback rating lead to peer feedback dialogues that, in turn, promote deep learning in SPOCs. The value of peer feedback appears to predominantly result from the dialogue it triggers, rather than the feedback itself. Especially helpful for students is the constant attention to how one provides peer feedback: by instruction, by having to rate feedback and therefore by repeatedly having to reflect. The dialogue is strengthened because students question feedback from peers in contrast to feedback from their instructor. As a result, they continue to think longer and deeper, which enables deep learning.

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“…reflecting on the whole piece of work, or revising a larger portion of the task). In fact, if assessment tasks were designed as integrative patches such that the feedback from each piece is seen as continuous learning to be reflected upon and transferred across time, such a practice will result in deep learning (Trevelyan & Wilson, 2011 ).…”

Section: Discussionmentioning

confidence: 99%

Students’ engagement across a typology of teacher feedback practices

Tay

Lam

2022

Educ Res Policy Prac

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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.

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Using patchwork texts in assessment: clarifying and categorising choices in their use

Cited by 12 publications

References 32 publications

Embedding a patchwork text model to facilitate meaningful reflection within a medical leadership curriculum

Embedding a patchwork text model to facilitate meaningful reflection within a medical leadership curriculum

Strengthening dialogic peer feedback aiming for deep learning in SPOCs

Students’ engagement across a typology of teacher feedback practices

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