Reflection through assessment: A systematic narrative review of teacher feedback and student self-perception

Torres, JT; Strong, Zoe Higheagle; Adesope, Olusola

doi:10.1016/j.stueduc.2019.100814

Cited by 23 publications

(9 citation statements)

References 76 publications

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“…Researches shows that the teachers' knowledge or belief about teaching and learning generally predict their teaching practices (Alqassab, Strijbos, & Ufer, 2019). The need of a greater alignment between knowledge and practices can only be achieved through trainings (Hyland, 2013;Torres, Strong, & Adesope, 2020).…”

Section: Discussionmentioning

confidence: 99%

Secondary School Teachers’ Knowledge and Practices About Constructive Feedback: Evidence From Karachi, Pakistan

Aslam

Khan

2021

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Teachers’ knowledge, conceptualization and actual practices in the classroom influence students’ academic performance. The present study sought to determine the existing practices and knowledge of teachers about constructive feedback, and to find how the knowledge of teachers would predict teachers’ feedback practices in classroom. A quantitative approach with survey research design was adopted to collect the data from the respondent through feedback knowledge questionnaire. The participants of the study were 396 secondary schools teachers of Karachi, Pakistan which were selected randomly from the population. Findings show that the teachers have good knowledge about providing constructive feedback as all the mean values of the constructs were in the range of acceptance (3.61-4.18). However they are not utilizing this knowledge in their daily teaching, as evidence from the descriptive analysis shows that majority teachers (69%) are taking more than a week time to provide feedback, and it is mostly in the form of verbal comments (64.1%) or just only tick or cross mark on students’ work (76.2%). That is the reason that insignificant results were found between teachers’ practices and their perception with very week negative correlation and effect size was also found negligible. Professional trainings are recommended to overcome this contradiction.

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Section: Discussionmentioning

confidence: 99%

Secondary School Teachers’ Knowledge and Practices About Constructive Feedback: Evidence From Karachi, Pakistan

Aslam

Khan

2021

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“…By realizing the consequences of the decisions, students become more cautious and consider their choices better. It also helps students understand how to solve problems arising from their decisions (Torres et al, 2020). They can see the impact of their decisions on the situation and learn how to overcome the problems that arise (Teräs et al, 2020).…”

Section: Observationsmentioning

confidence: 99%

Constructivist Feedback-Based Assessment Method as Key for Effective Teaching and Learning: The Development and Impact on Mechanical Engineering Students’ Adaptive Capacity, Decision Making, Problem Solving and Creativity Skills

Waskito,

Wulansari,

Rifelino

et al. 2024

IJCRSEE

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Educators must conduct assessments in their learning; it determines students’ weaknesses in the teaching material they follow during learning. Unfortunately, the implementation of assessment by educators was not optimal, and the weakness was that the existing assessment method was only fixated on assessing students without providing feedback on the assessment. At the same time, this feedback was essential for students in learning, which can help learners assess performances that cannot be seen and felt by themselves, as well as a tool to motivate students, notification or information, and reinforcement. Therefore, this research aimed to develop a Constructivist Feedback-Based Assessment Method for learning assessment. The method used in this research was Research and Development (R&D). After development, the Constructivist Feedback-Based Assessment Method for learning assessment will be implemented to see its effect on students’ adaptive capacity, decision-making, problem-solving, and creativity skills. Independent sample t-test and linear regression analysis were used as data analysis techniques describing the impact of the assessment on those skills. The results showed that the Constructivist Feedback-Based Assessment Method has five stages: preparing the assessment material, diagnostic assessment, assessment for learning, assessment of learning, and reflection. It effectively affects students’ skills, such as adaptive capacity, decision-making, problem-solving, and creativity. It can be concluded that the Constructivist Feedback-Based Assessment Method can improve students’ adaptive capacity, decision-making, problem-solving, and creativity. Novelty in this research was the existence of constructivism integrated into feedback-based assessment, which the existing assessment has not highlighted the constructivist side of assessment.

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“…Learning is cyclical process, which requires continuous assessment, reflection and improvement in learning activities. Teacher feedback is a valuable way to inform student about the learning progress and methods to enhance learning (Torres et al, 2020). Teacher feedback was known to be associated with epistemological beliefs since students able to acknowledge their shortcomings, which helped them improve their conceptual learning (Areepattamannil et al, 2020;Rahmiati & Emaliana, 2020).…”

Section: Teacher Feedbackmentioning

confidence: 99%

The influence of learning environment to students' non-cognitive outcomes: Looking through the PISA lens

Ali

Khurma

Afari

et al. 2023

EURASIA J Math Sci Tech Ed

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To examine the relationship between students’ perceptions and their non-cognitive outcomes, this research uses secondary analysis of PISA data from 14,167 students in the United Arab Emirates. Seven factors of learning environment were identified after reviewing the literature. The findings reveal that six factors of the learning environments had a statistically significant association with epistemological beliefs. It was also found that three aspects of learning environments had a statistically significant association with self-efficacy. The results indicate that the three aspects of learning environments had a statistically significant association with anxiety. There was no association found between anxiety and any other teacher factors. The findings also show a positive and statistically significant relationship between students’ epistemological beliefs and self-efficacy, and a negative significant relationship between self-efficacy and anxiety. The research thus confirmed previous research by establishing a significant association between the nature of the learning environment and students’ cognitive outcomes.

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Reflection through assessment: A systematic narrative review of teacher feedback and student self-perception

Cited by 23 publications

References 76 publications

Secondary School Teachers’ Knowledge and Practices About Constructive Feedback: Evidence From Karachi, Pakistan

Secondary School Teachers’ Knowledge and Practices About Constructive Feedback: Evidence From Karachi, Pakistan

Constructivist Feedback-Based Assessment Method as Key for Effective Teaching and Learning: The Development and Impact on Mechanical Engineering Students’ Adaptive Capacity, Decision Making, Problem Solving and Creativity Skills

The influence of learning environment to students' non-cognitive outcomes: Looking through the PISA lens

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