Students' response to traditional and computer‐assisted formative feedback: A comparative case study

Denton, Philip; Madden, Judith C.; Roberts, Matthew; Rowe, Philip H.

doi:10.1111/j.1467-8535.2007.00745.x

Cited by 105 publications

(110 citation statements)

References 23 publications

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“…Using technology to publish feedback Sending tutors' comments electronically (Bloxham and Boyd 2007;Crossouard and Pryor 2009;Denton 2001aDenton , 2001bDenton , 2003Denton et al 2008;Gipps 2005;Irons 2008) is an effective and simple means of communicating formative feedback to students, and can enhance the way in which students receive and engage with feedback. This may be feedback on an individual or group piece of work, or feedback generic to an entire student cohort on a module.…”

Section: Resultsmentioning

confidence: 99%

Using technology to encourage student engagement with feedback: a literature review

Hepplestone¹,

Holden²,

Irwin³

et al. 2011

Research in Learning Technology

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This article presents a review of the literature over the past 10 years into the use of technological interventions that tutors might use to encourage students to engage with and action the feedback that they receive on their assessment tasks. The authors hypothesise that technology has the potential to enhance student engagement with feedback. During the literature review, a particular emphasis was placed on investigating how students might better use feedback when it is published online. This includes where an adaptive release technique is applied requiring students to submit an action plan based on their feedback to activate the release of their grade, and electronic generation of feedback using statement banks. Key journals were identified and a snowball technique was used to select relevant literature. The use of technology to support and enhance student learning and assessment is well documented in the literature, and effective feedback practices are similarly well published. However, in terms of the use of technology to support and enhance feedback processes and practices (i.e. production, publication, delivery and students making use of feedback through technology), we found the literature to be limited.

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Section: Resultsmentioning

confidence: 99%

Using technology to encourage student engagement with feedback: a literature review

Hepplestone¹,

Holden²,

Irwin³

et al. 2011

Research in Learning Technology

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show abstract

“…Moreover, recent research focused on students' feelings towards different feedback methods on written assignments and how this affects their performance (Birjandi & Tamjid, 2010). Studies reported positive attitudes towards visual and auditory assessment and findings showed that students perceived e-feedback as more valid and valuable than written feedback (Denton, Madden, Roberts, & Rowe, 2008;Crews & Wilkinson, 2010). Cunningham (2015) investigated 31 pre-medical students' perceptions and achievement on the feedback perceived on their writings.…”

Section: Related Studiesmentioning

confidence: 99%

Effectiveness of Using Screencast Feedback on EFL Students’ Writing and Perception

Ali¹

2016

ELT

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This mixed-methods research was carried out to investigate the effect of screencast video feedback on the writing of freshmen, studying academic writing course at a university in Egypt, and explore their perception towards receiving screencast feedback. Two classes of 63 students were chosen to participate in this study and were assigned into two groups; an experimental group (33 students) and a control one (30 students). While the control group received written comments, the experimental group received video feedback to the higher order concerns of writing (content, organization and structure) and written feedback to the lower order concerns (accuracy) of their writings. Two writing tests were administered to the two groups before and after the experiment. To investigate the perception towards screencast feedback, an online questionnaire was applied to the experimental group after the experiment. Results showed that the experimental group outperformed the control group in the higher order concerns of writing as well as the overall writing skill in the writing posttest. Findings also revealed that the majority of students in the experimental group perceived screencast feedback positively for being clear, personal, specific, supportive, multimodal, constructive, and engaging. However, they reported few challenges such as slow loading time and inability to download videos to their computers. The research concludes with implications for practitioners and researchers.

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“…Denton et al (2008) compared the reactions of students to handwritten and electronic feedback using Electronic Feedback software. Students rated the electronic feedback superior for "markscheme clarity, feedback legibility, information on deficient aspects, and identification of those parts of the work where the student did well", and the lecturers reported taking less time to mark when using the software.…”

Section: Students' Feedback Preferencesmentioning

confidence: 99%

The impact of computer-based feedback on students’ written work

El-Ebyary¹,

Windeatt²

2010

ijes

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While research in second language writing suggests that instructor feedback can have a positive influence on students' written work, the provision of such feedback on a regular basis can be problematic, especially with larger student numbers. A number of computer programs that claim to provide both automatic computer-based holistic scores and computer-based feedback (CBF) on written work are available and therefore have the potential to deal with this issue. Criterion is one such tool that claims to be able to provide automated feedback at word, sentence, paragraph and text level, but there is still a need for more research into the practical value of providing feedback on L2 writing. Quantitative and qualitative data about feedback practice was collected from 31 instructors and 549 Egyptian trainee EFL teachers using pre-treatment questionnaires, interviews and focus groups. 24 of the trainees then received computer-based feedback using Criterion on two drafts of essays submitted on each of 4 topics. Data recorded by the software suggested a positive effect on the quality of students' second drafts and subsequent submissions, and post-treatment questionnaires, interviews and focus groups showed a positive effect on the students' attitudes towards feedback. KEYWORDS:computer-based feedback, Criterion, attitudes and motivation RESUMEN A pesar de que la investigación sobre escritura en segundas lenguas sugiere que los comentarios de los profesores pueden tener una influencia positiva sobre el trabajo escrito de los estudiantes, el proporcionar con regularidad tales comentarios puede ser problemático, especialmente en clases muy numerosas. Sin embargo, existen en el mercado una serie de programas informáticos que garantizan poder proporcionar tanto evaluaciones integrales de carácter automático como comentarios informatizados sobre trabajos escritos y que, por lo tanto, tienen cierto potencial para tratar este problema. Criterion es una de estas herramientas y, como tal, proporciona información automatizada a nivel de palabra, oración, párrafo y texto. En el presente trabajo analizamos el valor práctico que ofrece en la producción de comentarios para la escritura en L2 y, a este respecto, recogimos datos cuantitativos y cualitativos de 31 instructores y 616 profesores en formación de inglés como lengua extranjera de origen egipcio por medio de cuestionarios previos, entrevistas y discusiones en grupo. 24 de los profesores recibieron comentarios informatizados producidos por medio de Criterion sobre dos borradores de redacciones realizadas acerca de 4 temas diferentes. La información registrada en el software indica un efecto positivo sobre la calidad de los segundos borradores realizados por los estudiantes, así como de escritos posteriores. Asimismo, tanto los cuestionarios administrados después de la aplicación, como las entrevistas y las discusiones en grupo revelan un efecto positivo sobre la actitud de los estudiantes hacia los comentarios de los profesor

show abstract

Students' response to traditional and computer‐assisted formative feedback: A comparative case study

Cited by 105 publications

References 23 publications

Using technology to encourage student engagement with feedback: a literature review

Using technology to encourage student engagement with feedback: a literature review

Effectiveness of Using Screencast Feedback on EFL Students’ Writing and Perception

The impact of computer-based feedback on students’ written work

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