Accessibility and emotionality of online assessment feedback: Using emoticons to enhance student perceptions of marker competence and warmth

Moffitt, Robyn L.; Padgett, Christine; Grieve, Rachel

doi:10.1016/j.compedu.2019.103654

Cited by 28 publications

(14 citation statements)

References 35 publications

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“…Arguably, the teachers' practical knowledge of the properties and conventions of online interaction, including the use of plurilingual and plurimodal resources found in commonly used social media, may prove valuable in facilitating successful VE interactions, encouraging authentic language use and providing corrective feedback (cf. Moffitt, Padgett, and Grieve, 2020).…”

Section: Discussionmentioning

confidence: 99%

Plurilingual Classroom Practices and Participation

Masats¹,

Nussbaum²

2021

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Classroom Practices and Participation contributes to a better understanding of plurilingual education in Catalonia by providing a description of the interactional resources mobilised by learners as social actors.This volume is a collection of studies that show interactions containing plurilingual and multimodal sequences that illustrate moments of potential acquisition of aspects of language use. Analysing data collected through ethnographic fieldwork, the studies explore interactions in primary, secondary and tertiary milieus as well as non-formal settings and examine how participants organise their interaction, their ways of participating, and the resources they mobilise for them. The linguistic policies of the educational settings studied establish the use of a given language but contain samples of plurilingual practices in which languages like Arabic, Catalan, English, French, Greek, Mandarin, Punjabi, Riffian Berber Spanish and Urdu come into play. The chapters explore the links between these practices and the construction of participation in the ongoing interaction.Although focused on language education in Catalonia, results can be transferred to classrooms worldwide that host plurilingual learners. Thus, the volume is an excellent resource for teachers and researchers interested in plurilingual education and can be used as a reference book in doctoral studies and teacher training programmes in this research field.

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Section: Discussionmentioning

confidence: 99%

Plurilingual Classroom Practices and Participation

Masats¹,

Nussbaum²

2021

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“…A range of tools are used for collecting and displaying evidence for online assessment, including web-based testing software, internet-based audio and video platforms, electronic portfolio software, and other digital tools like Google docs and other word-processing software (e.g. Ebadi & Rahimi, 2019 ; Fluck, 2019 ; Hricko & Howell, 2006 ; Moffitt et al, 2020 ). Based on evidence collected, instructors also need to follow certain rubrics to conduct assessment.…”

Section: Online Assessment Practice: Objects Methods and Utilisationmentioning

confidence: 99%

Examining Changing Assessment Practices in Online Teaching: A Multiple-Case Study of EFL School Teachers in China

2021

Asia-Pacific Edu Res

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This paper reports on the results from a multiple-case study of how EFL school teachers in China coped with online assessment for 10 weeks caused by the Covid-19 pandemic. We looked into the online assessment practices of seven teachers from seven regions of China, through individual interview, teachers’ journals, instructional designs for online teaching, and online classroom observation. The findings reveal that the participants went through a transition from neglecting assessment to overdoing assessment in their online teaching process. Whilst they used a range of online assessment methods, they did not systematically incorporate online assessment into their online curricula. Analysis shows that this issue is most likely to result from teachers’ lack of understanding of the nature of online assessment as an intrinsic component of curriculum and a major means of enhancing students’ learning. Implications will be discussed.

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“…Online feedback is more positively accessed by students, and thus more probable to impact their emotions and further learning than in the face-to-face mode (Mo tt et al, 2020). Therefore, teachers could include feedback in teaching plans and elaborate in detail from the following aspects: who should receive their feedback, how and when it is best given, which learning environment it should be delivered, what it should contain, and why it should be delivered (Brown et al, 2012;Mo tt et al, 2020).…”

Section: Teacher Feedback In the Cloud Classroom Learning Environmentsmentioning

confidence: 99%

“…Many studies have diverted their focus from the effectiveness of teachers' feedback to students' attitudes towards feedback in L2 (Li et al, 2015;Mo tt et al, 2020). Previous studies on university students' attitudes reveal that online feedback couldn't act as a learning aid although it can promote evaluation processes (Wen & Tsai, 2006;Kormos & Csizér 2008).…”

Section: Students' Attitudes Towards Feedbackmentioning

confidence: 99%

High School Students’ Emotional Perception and Attitudes Toward English Teacher’s Feedback in Cloud Classroom Learning Environments

Liu

Yu²,

2021

Preprint

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Cloud classrooms are catching increasing attention in English teaching during the outbreak. This study, by using multiple correlation analysis, path analysis, and data collected from randomly selected 230 participants, explored the effects of students’ emotional perceptions and attitudes towards teaching feedback in cloud classroom learning environments. It was concluded that all emotional perceptions correlated significantly and positively, and of which learning motivation was the most significant effect, followed by interest. Besides, learning motivation could essentially predict the perceived teaching feedback in this learning environment. Furthermore, students with strong self-confidence could spark their learning motivation and interest in English learning. Concerning students’ attitudes towards teachers’ feedback, high-score students preferred more profound and euphemistic comments; medium-score students hoped to catch more attention and obtain positive feedback from teachers; poor-score students favored direct and explicit evaluations. These findings might be helpful to future researchers who attempt to discover non-verbal and peer feedback to students’ learning outcomes and emotions in technology-based learning environments.

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Accessibility and emotionality of online assessment feedback: Using emoticons to enhance student perceptions of marker competence and warmth

Cited by 28 publications

References 35 publications

Plurilingual Classroom Practices and Participation

Plurilingual Classroom Practices and Participation

Examining Changing Assessment Practices in Online Teaching: A Multiple-Case Study of EFL School Teachers in China

High School Students’ Emotional Perception and Attitudes Toward English Teacher’s Feedback in Cloud Classroom Learning Environments

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