Iterative Design and Classroom Evaluation of Automated Formative Feedback for Improving Peer Feedback Localization

Nguyen, Huy Van; Xiong, Wenting; Litman, Diane

doi:10.1007/s40593-016-0136-6

Cited by 25 publications

(7 citation statements)

References 37 publications

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“…External feedback can come from many sources, including but not limited to teachers, peers, technology, and students themselves: Even self-generated feedback is guided by information from external sources (Allal, 2019;Andrade et al, 2021). Technology-generated feedback can be automated as in intelligent tutoring systems (e.g., Cutumisu et al, 2017;Perikos et al, 2017), or composed by a teacher, peer, or the students themselves and transmitted through a learning management system (e.g., Nguyen et al, 2017;Ramachandran et al, 2017;Donia et al, 2018;Winstone et al, 2021).…”

Section: Contextual External Factorsmentioning

confidence: 99%

The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing

Lui

Andrade

2022

Front. Educ.

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In this theoretical paper, we shift the attention from feedback as something given to feedback as something received. After Black and Wiliam shined a light into the black box of the classroom and identified formative assessment as a way to raise standards of achievement, a large body of research revealed the influence of feedback on learning. Not all such influences were positive, however, which created a need for closer examinations of the nature of feedback. In addition, recent scholarship on assessment as the co-regulation of learning reveals the importance of understanding how students process and use feedback. We present a model of the internal mechanisms of feedback processing that represents hypothesized ways in which initial motivational states drive how students respond to feedback, as well as the cognitive and affective mechanisms of assessment information processing. We first synthesize a review of existing models and then describe our model in detail, emphasizing the internal mechanisms of feedback processing: initial motivational states, emotions elicited by and interpretations of feedback, and decision-making. The paper concludes with implications for the model’s use as a framework for empirical studies that could contribute to the nascent field of research on classroom assessment as the co-regulation of learning.

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Section: Contextual External Factorsmentioning

confidence: 99%

The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing

Lui

Andrade

2022

Front. Educ.

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“…This feedback might, for example, simply analyse student comments for phrases and words that are related to feedback categories (D. Whitelock et al, 2012;D. Whitelock, Pinto, & Saez, 2010), or investigate the kinds of feedback that are in fact acted on, and relate these to textual features of the feedback (Nelson & Schunn, 2009;Nguyen, Xiong, & Litman, 2017;Yadav & Gehringer, 2016).…”

Section: Design 3: Calibration Tasksmentioning

confidence: 99%

Augmenting Assessment with Learning Analytics

Knight

2020

The Enabling Power of Assessment

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Learning analytics as currently deployed has tended to consist of large-scale analyses of available learning process data to provide descriptive or predictive insight into behaviours. What is sometimes missing in this analysis is a connection to human-interpretable, actionable, diagnostic information. To gain traction, learning analytics researchers should work within existing good practice particularly in assessment, where high quality assessments are designed to provide both student and educator with diagnostic or formative feedback. Such a model keeps the human in the analytics design and implementation loop, by supporting student, peer, tutor, and instructor sense-making of assessment data, while adding value from computational analyses.

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“…On the one hand, from the perspective of students, we can design some questions about the content of each chapter, such as what students have learned from this lesson, and whether this teaching method makes it easier for students to understand the contents of this chapter. On the other hand, through the knowledge discussion and case analysis of the students in the classroom, the students' self-learning and the knowledge content of the class are observed, and the performance of the students' knowledge application process is recorded, summarized, and guided in time [11]. Help students to master the knowledge points and practical application skills of each chapter more effectively.…”

Section: Feedback Of Classroom Effectmentioning

confidence: 99%

Research on New Model of Business English Negotiation Talent Cultivation Based on Flipped Classroom Mode

Xu¹

2019

OJBM

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The new teaching model of flipping classrooms has been widely used in business English negotiation talents in recent years. With the valuable time in the classroom, students can concentrate more on active project-based learning, jointly study and solve the challenges of localization or globalization and other real world problems, thus gaining a deeper understanding. Teachers no longer occupy classroom time to teach information, which requires students to complete autonomous learning before class. They can watch video lectures, listen to podcasts, read enhanced e-books, and discuss with other students on the Internet, and access the required materials at any time. Teachers can also have more time to communicate with everyone. This model subverts the traditional teaching mode and is loved by teachers and students. Through the application of flipped classroom in business English negotiation course teaching, this paper draws a conclusion that flipped classroom is very helpful to the smooth development of business English negotiation classroom activities and to the improvement of learners' autonomous learning ability and business negotiation skills in the process of training business English negotiation talents.

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Iterative Design and Classroom Evaluation of Automated Formative Feedback for Improving Peer Feedback Localization

Cited by 25 publications

References 37 publications

The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing

The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing

Augmenting Assessment with Learning Analytics

Research on New Model of Business English Negotiation Talent Cultivation Based on Flipped Classroom Mode

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