The Cambridge Handbook of Instructional Feedback

Panadero, Ernesto; Jönsson, Anders; Alqassab, Maryam

doi:10.1017/9781316832134

Cited by 24 publications

(5 citation statements)

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“…Feedback is one of the most powerful variables in education as it has been documented in hundreds of studies (Black & Wiliam, 1998; Hattie & Timperley, 2007; Lipnevich & Smith, 2018). Regardless of the debate about the final effect size of feedback over educational achievement (Wisniewski et al, 2020), what the vast majority of educational researchers agree upon is that without feedback, learning is unlikely to occur.…”

Section: Rubrics and Exemplarsmentioning

confidence: 99%

Unraveling the effects of rubrics and exemplars on student writing performance.

Lipnevich¹,

Panadero²,

Calistro³

2023

Journal of Experimental Psychology: Applied

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Teachers across educational systems struggle to find time to provide quality feedback to their students. Asking students to create their own feedback has been shown to enhance students’ performance. In this experimental study, we explored the effects of rubrics and exemplars on writing performance, encouraging students to employ these tools for self-feedback generation. Two hundred six 9th- and 10th-grade students participated. Students were asked to write an essay and revise it based on the information provided to them under four conditions: control, rubrics, exemplars, and combined condition (rubrics and exemplars). After submitting the revised version of their essay, students in experimental conditions were trained on how to use rubrics and/or exemplars. Students were then asked to write another essay and revise it based on the information consistent with their experimental group membership (i.e., control, rubric, exemplars, combined). We found that students in the rubrics condition benefited the most, closely followed by students in the exemplars condition, and then the combined condition. The performance across conditions was somewhat variable for the three performance outcomes. Furthermore, the improvement in the usage of the tools following the training session was the highest for the exemplars condition. We conclude that teachers can encourage students to use both rubrics and exemplars to generate self-feedback and improve performance. This way, teachers’ workload can be significantly decreased.

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Section: Rubrics and Exemplarsmentioning

confidence: 99%

Unraveling the effects of rubrics and exemplars on student writing performance.

Lipnevich¹,

Panadero²,

Calistro³

2023

Journal of Experimental Psychology: Applied

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“…The two defining features of feedback that distinguish it from other kinds of communication are that feedback concerns student performance and is evaluative (Smith & Lipnevich, 2018). Performance denotes a student's work or understanding, as evident in written work or answers to a teacher's question or similar.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Feedback can be very short, such as when acknowledging whether student answers are correct, or more elaborated, for instance, when remediating students' conceptual difficulties. Feedback may-and often does-form an integral part of teacher-student communication (Small & Lin, 2018): The teacher and the student discuss the student's work or understanding, often initiated by the student's question, and the teacher assesses that the student needs some input in order to progress, whereupon the teacher gives the student feedback. Students are active participants who, when receiving feedback from their teacher, may discuss and negotiate with the teacher to create an understanding of the feedback (Hattie & Gan, 2011).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…The research on feedback is extensive and shows that it is an instructional practice that can have substantial effects on student learning (Hattie & Timperley, 2007). However, most studies on feedback have been content-generic (Wiliam, 2018) and not content-specific; additionally, few studies are on feedback in mathematics (Ruiz-Primo & Li, 2013). Moreover, most were conducted in researcher-created situations (Ruiz-Primo & Li, 2013), such as in interventions (e.g., Inagaki et al, 1998) or using student work or videos of lessons as prompts (e.g., Son, 2016).…”

mentioning

confidence: 99%

“…We aimed to answer the following research question: What distinguishes the instructional situations in which these teachers provide procedural feedback from the situations when they provide substantive feedback? We focus on oral feedback provided during lessons, because this constitutes the majority of feedback provided by teachers (Ruiz-Primo & Kroog, 2018) and may impact students more than written feedback on assessments and homework (Shavelson, 2003). In the theoretical framework that follows, we situate feedback within assessment for learning (AfL) and define the main analytical terms in the study: procedural and substantive feedback and instructional situations.…”

mentioning

confidence: 99%

See 2 more Smart Citations

The instructional situations in which mathematics teachers provide substantive feedback

2021

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Feedback provided by mathematics teachers usually addresses procedural skills and, to a much lesser extent, other competencies such as conceptual understanding or engagement in mathematical practices. As most previous literature has studied feedback provided on homework or video prompts, how teachers provide such feedback in the classroom is poorly understood. Here, sixteen lessons taught by five teachers were purposefully sampled from a larger video study (172 lessons) as lessons with high-quality feedback according to a standardized observation instrument. The analysis focused on the instructional situations in which teachers provided feedback. When teachers provided procedural feedback, the situations were orderly and effective. Feedback on conceptual understanding and mathematical practices was provided in situations when students were especially challenged, and entailed a series of complex decisions, thereby placing demands on the teachers to manage both the students’ understanding and behavior. We argue that researchers should focus on how teachers and students negotiate the instructional situation to allow for feedback on conceptual understanding or mathematical practices.

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Operationalising Dialogic Feedback to Develop Students’ Evaluative Judgement and Enactment of Feedback

Pitt

2019

The Impact of Feedback in Higher Education

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The Cambridge Handbook of Instructional Feedback

Cited by 24 publications

References 0 publications

Unraveling the effects of rubrics and exemplars on student writing performance.

Unraveling the effects of rubrics and exemplars on student writing performance.

The instructional situations in which mathematics teachers provide substantive feedback

Operationalising Dialogic Feedback to Develop Students’ Evaluative Judgement and Enactment of Feedback

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