Feedback Measures as a Strategy for Student Support in Open Distance Learning: Can it Come to the Aid of Weary Student Teachers?

Segoe, Bobo

doi:10.5901/mjss.2013.v4n14p705

Cited by 7 publications

(13 citation statements)

References 7 publications

(1 reference statement)

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“…Similarly, Mathieson (2012) identifies effective feedback as being essentially personalised. This point is reinforced by Segoe (2013) who found that tutors' lack of sensitive language use when pointing out trainee teachers' errors was perceived as being negative.…”

Section: Feedback Effectiveness In Professional Learning 205mentioning

confidence: 99%

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Feedback effectiveness in professional learning contexts

Johnson

2016

Review of Education

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Assessment organisations that operate at a national level in the UK employ hierarchic assessor monitoring arrangements, where the most senior assessors (known as team leaders) feedback to assessors in their teams on their marking performance. According to a sociocultural viewpoint, this feedback possesses learning potential as it allows assessors insights into the perspectives of their team leader. There is relatively little research on feedback effectiveness in professional assessment contexts. To gain insights into feedback effectiveness a literature review was carried out that incorporated 183 feedback research studies. The aim of the review was to identify the characteristics of feedback messages that are associated with effectiveness in contexts where access to knowledge is hierarchically and remotely distributed. For the purposes of this study, feedback is considered to be effective where it potentiates professional learning through supporting the alignment of participants' thinking and practice. The review outcomes are synthesised into a framework that identifies a number of core and sociocultural factors associated with feedback effectiveness. The review outcomes have implications for those with a role in delivering feedback, particularly where feedback is used to influence performances where there is asymmetry in expertise and relative professional status.

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Section: Feedback Effectiveness In Professional Learning 205mentioning

confidence: 99%

“…Even in asymmetrical learning environments, there is research evidence that peer feedback is valued by learners. According to Segoe (2013) trainee teachers value mutual feedback from other learners and report that this increases levels of rapport and community.…”

Section: Factor 4 Formmentioning

confidence: 99%

Feedback effectiveness in professional learning contexts

Johnson

2016

Review of Education

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“…Findings by Maggs (2014) showed dissatisfaction of students with the quantity, quality, and timing of feedback. Additional learner comments were that feedback was negative, not motivating, insufficient, not timely, not corrective and too generalized (Sego, 2013). The many concerns from students indicate that instructors may not fully understand how to use feedback so that it supports student learning.…”

Section: Feedbackmentioning

confidence: 99%

Objective assessment of learning outcomes: Peculiarities of design and application of assessment tools in modern conditions of digital development

Abramova,

Veksler,

Glubokova

et al. 2024

Science for Education Today

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Introduction. The article deals with the problem of designing and application of assessment tools in the context of objective assessment of learning outcomes in higher education. The aim of the article is to identify the peculiarities of design and application of assessment tools in modern conditions of digital development for the objective assessment of learning outcomes. Materials and Methods. In order to achieve the purpose of the research, the authors used theoretical (analysis of theoretical sources) and empirical (survey of 222 teachers) methods. The data obtained were subjected to quantitative and qualitative analysis. Results. The authors analyzed the approaches to the interpretation of assessment procedures and means in theoretical studies and regulatory documents. The main results of the study allowed to identify a number of problems in the development of assessment tools banks: substitution of the subject of the assessment for the knowledge component; orientation to the development of assessment materials at the discipline level; assessment of the validity and reliability of the designed assessment tools; assessment of teachers’ labor input; the ratio of the used template assessment tools and practical tasks; difficulties in the design of interdisciplinary assessment tools and competence assessment in general; underestimation of the potential of digital environment in the development of assessment tools. Evaluating the problems of designing and applying assessment tools by teachers depended on the subject area they teach and their experience of participation in the development of assessment tools at various levels. The dependence on teachers’professional experience and the position held has not been revealed. Conclusions. Based on the results of the study, conclusions about the types of problems in designing and application of assessment tools in modern conditions are drawn. Practical recommendations are provided.

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“…Price, Handley, Millar, & O'Donovan, 2010, v) η παροχή καθοδηγητικών σχολίων για βελτίωση της εργασίας και ανεύρεση ορθής απάντησης (π.χ. Segoe, 2013Segoe, . Σιούλης & Γαρδικιώτης, 2013, vi) η παροχή προτάσεων βελτίωσης με στόχο τη βελτίωση της επίδοσής τους στις επόμενες εργασίες (π.χ.…”

Section: εισαγωγήunclassified

Αποτίμηση Γραπτής Ανατροφοδότησης Εκπαιδευτικών Δραστηριοτήτων: Η «φωνή» Φοιτητών/Τριών Του ΕΑΠ

Χατζηνικήτα¹,

Βορβυλάς²

2020

Ανοικτή Εκπαίδευση

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Η βιβλιογραφία έχει καταδείξει τις θετικές επιπτώσεις της ποιοτικής γραπτής ανατροφοδότησης γραπτών εργασιών στην τριτοβάθμια εκπαίδευση όπως επίσης και ορισμένα χαρακτηριστικά συστατικά στοιχεία – αρχές – πρακτικές ποιότητας με τα οποία φαίνεται να συνδέεται η αποτελεσματική ανατροφοδότηση γραπτών εργασιών. Στόχος της συγκεκριμένης έρευνας ήταν η καταγραφή απόψεων φοιτητών Προγραμμάτων Σπουδών με εξαμηνιαίες Θεματικές Ενότητες του ΕΑΠ, κατά το πρώτο εξάμηνο λειτουργίας τους (2016-17), για την ποιότητα της γραπτής ανατροφοδότησης που ελάμβαναν από τον Καθηγητή-Σύμβουλο στις εκπαιδευτικές δραστηριότητες που εκπονούσαν. Για τις ανάγκες τις έρευνας αντλήθηκαν οι απαντήσεις σε ερωτήσεις ελεύθερου κειμένου 646 φοιτητών από το ερωτηματολόγιο αξιολόγησης της Μονάδας Εσωτερικής Αξιολόγησης και Επιμόρφωσης (ΜΕΑΕ) του ΕΑΠ. Από την ανάλυση των απαντήσεων των φοιτητών προέκυψε ότι τα θέματα στα οποία εστιάζουν αφορούν σε ζητήματα συναφή κυρίως με το «Περιεχόμενο σχολίων γραπτής ανατροφοδότησης εκπαιδευτικών δραστηριοτήτων» ενώ τα θέματα «Βαθμολόγηση – βαθμολογία εκπαιδευτικών δραστηριοτήτων» και «Χρόνος αποστολής των σχολίων ανατροφοδότησης εκπαιδευτικών δραστηριοτήτων» τυγχάνουν περιορισμένου ενδιαφέροντος από την πλευρά τους. Επιπλέον, αναδείχθηκαν ως πλέον δημοφιλή χαρακτηριστικά ποιότητας της γραπτής ανατροφοδότησης, η «Συμβολή στη μάθηση», η «Κατάλληλη και σαφής ανατροφοδότηση», η «Ενθάρρυνση-εμψύχωση στην ανατροφοδότηση» και η «Αναλυτική ανατροφοδότηση».

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Feedback Measures as a Strategy for Student Support in Open Distance Learning: Can it Come to the Aid of Weary Student Teachers?

Cited by 7 publications

References 7 publications

Feedback effectiveness in professional learning contexts

Feedback effectiveness in professional learning contexts

Objective assessment of learning outcomes: Peculiarities of design and application of assessment tools in modern conditions of digital development

Αποτίμηση Γραπτής Ανατροφοδότησης Εκπαιδευτικών Δραστηριοτήτων: Η «φωνή» Φοιτητών/Τριών Του ΕΑΠ

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