Technologies for Learner-Centered Feedback

Costello, Jane; Crane, Daph

doi:10.5944/openpraxis.5.3.63

Cited by 13 publications

(10 citation statements)

References 16 publications

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“…New technologies being available initiated a trend towards the employment of a blended-learning approach and online learning environments such as Massive Open Online Courses (MOOCs, Suen 2014). Resulting, peer feedback gets further relevant, as interactivity of learners including feedback is a key component of online learning (Costello and Crane 2013;Piech et al 2013). For example, methods for feedback in MOOCS are collaborative discussion forums or peer grading as a form of peer feedback besides other peer learning opportunities (e.g., Costello and Crane 2013).…”

Section: Introductionmentioning

confidence: 99%

Peer Feedback Improves Students’ Academic Self-Concept in Higher Education

et al. 2020

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Peer feedback has been shown to be an effective strategy to improve academic achievement. However, little evidence is available about the effects of peer feedback on academic outcomes other than achievement, such as academic self-concept (ASC). ASC and achievement are reciprocally related and thus mutual reinforce themselves. The present study focuses on the effect of a four week long structured web-based peer feedback intervention on ASC in the domain of academic writing as a part of a seminar assignment in a sample of undergraduate psychology students. The study investigated the effectiveness with 49 students in a randomized-controlled trial with a pre-and post-test. Each student acted as an author and a reviewer. Results indicated significant improvements in ASC for the domain of academic writing over time as compared to a control group. Furthermore, the causal effect of peer feedback compared to no feedback on ASC for academic writing was strong with d = 0.72. The effect was domain specific, as the ASCs for the sub-domains statistics and language remained unchanged by the intervention. Overall, the results revealed that participation in a peer feedback system is an effective method to enhance ASC in the context of higher education.

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Section: Introductionmentioning

confidence: 99%

Peer Feedback Improves Students’ Academic Self-Concept in Higher Education

et al. 2020

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“…Επιπλέον στα ΠΣ με εξαμηνιαίες ΘΕ οι ΚΣ δηλώνουν πως δε γνωρίζουν ούτε το εργαλείο ούτε τα κριτήρια με βάση τα οποία θα αξιολογηθούν είτε από τους φοιτητές είτε από τον/την Συντονιστή/τρια τους (ΚΣ3, ΚΣ4). Οι αξιολογούμενοι πρέπει να κατανοούν πολύ καλά τα κριτήρια με βάση τα οποία αξιολογούνται (Costello & Crane, 2013) καθώς και ό,τι σχετικό με αξιολογικούς μηχανισμούς του πανεπιστημίου και την αξιοποίησή τους (Laurillard, 2002). Κάτι τέτοιο σε έναν βαθμό ισχύει στο ΕΑΠ, σύμφωνα με όσα προκύπτουν από τις τρεις παραπάνω σχετικές ερωτήσεις στα ερωτηματολόγια, αλλά ένα σημαντικό ποσοστό φοιτητών και ΚΣ φαίνεται προβληματισμένο.…”

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Νοηματοδοτήσεις Διαστάσεων Της Αξιολόγησης Στην Τριτοβάθμια Εξ Αποστάσεως Εκπαίδευση

Ιωακειμίδου¹,

Λιοναράκης²

2017

ICODL

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Νοηματοδοτήσεις διαστάσεων της αξιολόγησης στην τριτοβάθμια εξ αποστάσεως εκπαίδευσηΙωακειμίδου Βασιλική Λιοναράκης Αντώνης http://dx.doi.org/10.12681/icodl.1122 Copyright © 2017 Βασιλική Ιωακειμίδου To cite this article: Ιωακειμίδου, & Λιοναράκης (2017 AbstractThe correlation between the various ways that students and tutors signify assessment dimensions and the current trends in research become the object of discussion in this paper. This discussion is conducted based on the results coming from two questionnaires filled in by more than 1.000 students and 300 tutors in the Hellenic Open University and interviews with students, tutors, academic stuff head of the university department responsible for assessment issues and field experts. The dialogue between all the stakeholders becomes a necessity in order to reveal different views and shape common understandings and beliefs transformed into action based on the use of the results coming from assessment procedures aiming at the quality enhancement of teaching and learning in tertiary open and distance education. Keywords: assessment, quality enhancement, tertiary distance education, students' and tutors' viewsΠερίληψη Ο τρόπος που νοηματοδοτούν διαστάσεις της αξιολόγησης φοιτητές και Καθηγητές Σύμβουλοι και η συσχέτισή τους με τη βιβλιογραφία αποτελούν αντικείμενο συζήτησης του παρόντος άρθρου με αφορμή την αξιοποίηση δύο ερωτηματολογίων που συμπλήρωσαν περισσότεροι από 1.000 φοιτητές και 300 διδάσκοντες στο ΕΑΠ, καθώς και συνεντεύξεις με τους βασικούς εμπλεκόμενους στην εκπαιδευτική διαδικασία, καθηγητές με θεσμικό ρόλο σε θέματα αξιολόγησης στο πανεπιστήμιο και field experts. Ως ζητούμενο τελικά προκύπτει ο διάλογος ανάμεσα σε όλους τους ενδιαφερόμενους για την ανάδειξη οπτικών και τη συνδιαμόρφωση αντιλήψεων και παρεμβάσεων με την αξιοποίηση δεδομένων που προέρχονται από αξιολογικές διαδικασίες και στόχο τη διαρκή βελτίωση της ποιότητας στη διδασκαλία και μάθηση σε ανοικτά πανεπιστήμια που προσφέρουν εξ αποστάσεως σπουδές. Λέξεις-κλειδιά: αξιολόγηση, βελτίωση της ποιότητας, πανεπιστημιακή εξ αποστάσεως εκπαίδευση, οπτικές φοιτητών και διδασκόντων ΕισαγωγήΑν ορίσουμε την ποιότητα στην εκπαίδευση και μάλιστα στην εξ αποστάσεως εκπαίδευση ως μια δυναμική μετασχηματιστική διαδικασία διαρκούς βελτίωσης και

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“…From the review of literature, many scholars have tried to study students work that mostly related to feedback provision (Gjerde, Padgett, & Skinner, 2017;Fu & Nassaji, 2016;Cohen-Sayag, 2016;Chaqmaqchee, 2015;Fonseca et al, 2015;Osterbur, Hammer, & Hammer, 2016;Costello & Crane, 2013). None of these existing studies are talking about teachers expectation of their students' written work.…”

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Teachers Expectation of Students’ Thinking Processes in Written Works: A Survey of Teachers’ Readiness in Making Thinking Visible

2019

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The trends of teaching mathematical thinking and the existence of two thinking skills (critical dan creative thinking) the required by 21st-century skills have created needs for teachers to know their students’ thinking processes. This study is intended to portray how mathematics teachers expect their students showing their thinking processes in students’ written work. The authors surveyed Whatsapp and Telegram group of mathematics teachers. First, the authors shared the result of the literature review and the governmental regulations about the need to develop thinking skills. Second, the authors stated that the potentials of students’ written works as a tool for knowing students’ thinking processes. Third, the authors sent a simple mathematical problem with the topic of algebra and asked the mathematics teachers how should their students answer that problem such that they can easily monitor and assess their students’ thinking processes. A total of 25 teachers participated voluntarily in this survey. Results of the survey were triangulated with direct trial data in lecture classes at both undergraduate and postgraduate levels. The result indicates that participating mathematics teachers do not expect too much for their students to show their thinking processes in written work. Teacher’s focus is mostly on the accuracy and the correctness of their students’ mathematics answer.

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Technologies for Learner-Centered Feedback

Cited by 13 publications

References 16 publications

Peer Feedback Improves Students’ Academic Self-Concept in Higher Education

Peer Feedback Improves Students’ Academic Self-Concept in Higher Education

Νοηματοδοτήσεις Διαστάσεων Της Αξιολόγησης Στην Τριτοβάθμια Εξ Αποστάσεως Εκπαίδευση

Teachers Expectation of Students’ Thinking Processes in Written Works: A Survey of Teachers’ Readiness in Making Thinking Visible

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