What can regular and timely student feedback tell us about the teaching and learning processes?

Four Shades of Feedback: The Content of Feedback from Faculty Supervisor, Cooperating Teacher, Peers and Students in Practice Teaching and Its Effects on Self-Reflection and Self-Regulation

“…Therefore, there must be strong connections between the novel perspectives and the motive for regulating future actions. With the comments of their peers and the students, the participants re-shaped their attitudes, activities and actions as also expressed by the participants in Yiend et al's (2014) and Youssef's (2017) studies.…”

“…In this process, feedback coming from members of the practice community becomes a crucial tool serving for the transmission of the experiences of veteran professionals to novices and for the provision of a different outlook for novices to evaluate their performances (Martinez, Taut & Schaaf, 2016). During teaching practicum, pre-service teachers can receive feedback from different stakeholders including their faculty supervisor (Akcan, 2010), cooperating teachers (Akcan & Tatar, 2010;Ong'ondo & Borg, 2011), peers (Yiend, Weller, & Kinchin, 2014) and the students in the practice school (Youssef, 2017). Feedback from these stakeholders presents different outlooks to pre-service teachers, facilitating self-assessment and regulation (Nicol & Macfarlane-Dick, 2006).…”

Feedback and Feedforward as a Dialogic Communication in the Learning Environment

“…Often, it is related to the (formative) assessment (e.g., [1,10]) where "the power of formative feedback lies in its double-barreled approach, addressing both cognitive and motivational factors at the same time" ( [2], 2). The feedback concept in education is broad and covers several functionalities: e.g., diagnostic feedback ( [3], 769), immediate corrective feedback provided by various information computer platforms and programs [4], critical and constructive feedback (e.g., [5]), verbal and nonverbal feedback, etc. Generally a feedback should feed a learner learning forward and should help to identify the next steps in the learning journey [6].…”

“…An important approach concerning feedback is its effectiveness (e.g., [3,12]). For example ([2], 5) proposes four feedback efficiency-related strategies that might vary: timing (when given how often), amount (how many points made, how much about each point), mode (oral, written, visual/demonstration), and audience (individual, group/class).…”

“…Another approach [3,[13][14][15] focuses on the importance of dialogic approach. While Yang and Carless [15] point out that "Our emphasis on dialogue is an explicit attempt to circumvent the limitations of one-way transmission of feedback which frequently arises from the dominant structural constraint of written comments on end of course assignments," this essay focuses on dialogic feedback as a process of negotiations on the aim, focus, and amount of feedback and feedforward.…”