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Feedback

The document reviews various studies on formative feedback in education, highlighting its importance in enhancing student learning and reducing cognitive load, particularly for struggling learners. It emphasizes that specific feedback detailing how to improve is more effective than general correctness feedback, and peer feedback can significantly enhance writing skills compared to no feedback or self-assessment. Additionally, the document discusses the implications of formative assessment practices on student engagement and self-regulated learning.

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18 views2 pages

Feedback

The document reviews various studies on formative feedback in education, highlighting its importance in enhancing student learning and reducing cognitive load, particularly for struggling learners. It emphasizes that specific feedback detailing how to improve is more effective than general correctness feedback, and peer feedback can significantly enhance writing skills compared to no feedback or self-assessment. Additionally, the document discusses the implications of formative assessment practices on student engagement and self-regulated learning.

Uploaded by

alexmericue
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

FEEDBACK

1. Shute, V. J. (2008). Focus on formative feedback. Review of educational


research, 78(1), 153-189.
- The main aim of formative feedback is to increase student knowledge, skills, and
understanding in some content area or general skill.
- formative feedback can effectively reduce the cognitive load of a learner, especially novice
or struggling students. These students can become cognitively overwhelmed during
learning due to high performance demands and thus may benefit from supportive
feedback designed to decrease the cognitive load.
- specific (or elaborated) feedback provides information about particular responses or
behaviors beyond their accuracy and tends to be more directive than facilitative.
- Several researchers have reported that feedback is significantly more effective when it
provides details of how to improve the answer rather than just indicating whether the
student’s work is correct or not.
- In an excellent historical review on feedback, Kulhavy and Stock (1989) reported that
effective feedback provides the learner with two types of information: verification and
elaboration.

2. Harvey, Lee. Quality in Higher Education Volume: 9 Issue 1 (2003) ISSN: 1353-8322
- Without evident action, students grow cynical about the process and are less willing to
take part in the quality enhancement process.

3. Huisman, B., Saab, N., van den Broek, P., & van Driel, J. (2019). The impact of
formative peer feedback on higher education students’ academic writing: a Meta-
Analysis. Assessment & Evaluation in Higher Education, 44(6), 863-880.
- peer feedback is formative in the sense that it can be utilized by the peer to improve
subsequent writing.
- engaging in peer feedback appears to improve students writing more than engaging in no
feedback at all (large effect size) or than students engaging in selfassessment (small effect
size), whereas peer feedback appears similarly effective as feedback from teaching staff.
-
4. Tian, L., & Zhou, Y. (2020). Learner engagement with automated feedback, peer feedback
and teacher feedback in an online EFL writing context. System, 91, 102247.
5. Watling, C. J., & Ginsburg, S. (2019). Assessment, feedback and the alchemy of
learning. Medical education, 53(1), 76-85.
6. Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in
education: Principles, policy & practice, 25(6), 551-575.
7. Bryan, C., & Clegg, K. (Eds.). (2019). Innovative assessment in higher education: A
handbook for academic practitioners. Routledge.
8. Blackà, P. (2003). The nature and value of formative assessment for learning. Improving
schools, 6(3), 7-22.
9. Granberg, C., Palm, T., & Palmberg, B. (2021). A case study of a formative assessment
practice and the effects on students’ self-regulated learning. Studies in Educational
Evaluation, 68, 100955.
10. Chen, Z., Jiao, J., & Hu, K. (2021). Formative assessment as an online instruction
intervention: Student engagement, outcomes, and perceptions. International Journal of
Distance Education Technologies (IJDET), 19(1), 50-65.
11. Tapingkae, P., Panjaburee, P., Hwang, G. J., & Srisawasdi, N. (2020). Effects of a
formative assessment-based contextual gaming approach on students’ digital citizenship
behaviours, learning motivations, and perceptions. Computers & Education, 159, 103998.
12. Bhati, A., & Song, I. (2019). New methods for collaborative experiential learning to provide
personalised formative assessment. International Journal of Emerging Technologies in
Learning, 14, 179-195.
13. Alotaibi, K. A. (2019). Teachers' Perceptions on Factors Influence Adoption of Formative
Assessment. Journal of education and learning, 8(1), 74-86.
14. Gan, Z., & Leung, C. (2020). Illustrating formative assessment in task-based language
teaching. ELT Journal, 74(1), 10-19.
15. Tien, N. H., Anh, D. T., Van Luong, M., Ngoc, N. M., & Vuong, N. T. (2020). Formative
assessment in the teacher education in Vietnam. Journal of Hunan University Natural
Sciences, 47(8).
16.

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