Differing perceptions in the feedback process

2009

Much time is invested by markers in providing feedback to students that is personalised, aimed at providing them with information to feed forward into their next piece of work. Given the investment of time by tutors in the feedback process, we were necessarily concerned with how it is used by students and keen to explore and develop practice. This paper therefore draws on an action research project to explore students’ perceptions of assessment feedback and the impact of an intervention to enhance its use. This paper presents an initial review of this work, highlighting the way that it has developed feedback processes and students’ engagement in self-regulated learning.

International Journal of Evaluation and Research in Education (IJERE), 2020

Student feedback is established as an imperative learning and teaching technique, but feedback from students is less likely. The potential of feedback to boost learning outcomes refers to scholarly writing and is considered together as one of the most impressive methods for enhancing the success of students. In education, there is, nevertheless a lack of clarification about what feedback means and far less clarification on how one should interpret it. Feedback guides students to learn and supports them in order to achieve the aim of the lesson. The goal of this paper is to discuss teacherwritten reviews and obstacles to student feedback in order to recognise the usefulness of feedback in the education domain. Feedback from students illustrates the comprehensions, boundaries and features that knowledge should be compiled and employed to establish work or learning approach. The assessment study renders the appropriate feedback, and, in this manner, the students learn how to accomplish their learning goals. While feedback is not exclusively evaluated, these are the essential ingredients of making evaluation a mechanism for teachers' and students' future learning.

Networks, 2008

This paper summarises a study of students’ and staff perceptions and experiences of assessment feedback practice across a post-1992 university. Phases 1 and 2 of the project gathered students’ and academic colleagues’ views on assessment feedback practice. Focus groups were then carried out with students and one discussion was video recorded for subsequent use in workshops with faculty colleagues. Students’ and staff’s thoughts on issues militating against good assessment feedback practice were gathered, commented on, analysed, and reported back to the faculties. The student focus groups provided interesting insights as to how students perceive and receive feedback which were classifi ed as being related to content, clarity and style. It was established that, with very few exceptions, issues and good practice in assessment feedback can be generalised across disciplines and, in the main, staff and students share their perceptions of what constitutes good assessment feedback.

This paper presents the results of a small scale action research project in which a group of seven Year 2 undergraduate initial teacher education (ITE) students experienced three interventions which were concerned with feedback on essay assignments—provision of traditional written tutor feedback; completion of a tutor feedback analysis worksheet; and an experience of peer marking, with an opportunity for re-submission of work. After each intervention students were asked to reflect on the effectiveness of the intervention. The paper presents a brief overview of recent research on the topic of assignment feedback, and the results of this project are considered in the context of this.

2020

2022

Being a teacher is not only teaching and assisting students. They have the responsibility to know the correct way of giving feedback because the feedbacks may influence students to study more or make them feel disappointed. Many scientists shared a lot of ideas on this topic, but they all come to the same conclusion that future teachers should know how to criticize their students' abilities and give appropriate feedback. How to Give Feedback to Your Students? I. Why do students need feedback? Is it for only improving students' mistakes or something better? It is much deeper than you can assume. It is a way to motivate learners to do their best, become self-regulated learners, be confident and develop their skills. Meaningful feedback can greatly enhance their learning and achievement. However, the way to use feedback also has crucial importance. On August 6, 2014, the writer named Marianne Stenger wrote in her research that Professor James Pennebaker from the University of Texas at Austin has been researching the benefits of frequent testing and the feedback it leads to. He explains that in the history of education, the role of feedback has always been central: "When people are trying to learn new skills, they must get some information that tells them where they were not correct and where they should make some changes. Classroom learning is no exception."She said: "Both the mastery of content and, more importantly, the mastery of how to think to require trial-and-error learning." The drawback is that not all feedback is equally effective, and it can even be counterproductive, especially if it's presented in a solely negative or corrective way. II. What are the most effective ways to use feedback in education? Although, there is not a quick or easy answer to this question. The five researchbased tips which Marianne Stenger informs for providing students with the kind of feedback that will increase motivation, build on existing knowledge, and help them reflect on what they have learned.