The usefulness of feedback

Abstract

Feedback can occur before and after assessment submission, but needs to be useful in order for students to improve their subsequent performance. Arguably, undergraduate students, and particularly international, online and new students, are especially in need of feedback to effectively engage in academic and disciplinary expectations. Therefore, this article draws on survey data from students, disaggregated by mode of study, citizenship of enrolment and year of study, to explore their experiences of feedback usefulness both before and after assessment submission. Overall, undergraduate students were positive; however, this perception decreased according to their year level. Comparisons between online and international students also revealed key differences. A conclusion is that undergraduate students cannot be treated homogeneously, and educators need to attend to the feedback experiences of different student groups as they progress through their programme.

The Effectiveness of Blended Learning in Improving Students’ Workplace Communication Skills: A Case Study on Olive Website Test Result

“…In the online activity, the students could immediately see the score as feedback that would show in what items or tasks they still lacked competence. Providing simpler and more immediate feedback for this listening activity is considered more effective as the students spend significantly more time checking immediate feedback instead of ignoring it (Van der Kleij, Feskens, & Eggen, 2015) because it can inform current performance, future action, and demand to become more capable learners (Henderson et al, 2019). If necessary, the lecturers could review the feedback in the classroom.…”

A dialogic technology-mediated model of feedback uptake and literacy

“…Related to such problems and in line with contemporary perspectives, feedback processes are only successful if feedback information is used. The feedback process can thus be defined as the practice of navigating the sense-making process of using feedback information to improve work and learning strategies (Carless and Boud 2018;Henderson et al 2019). For this reason, discourses regarding the effectiveness of learning designs for feedback engagement and uptake have become prominent in higher education contexts Molloy, Boud, and Henderson 2020).…”

Libro de Actas del XIV Congreso Nacional en Evaluación Formativa y Compartida en Educación: tendiendo puentes entre la escuela y la universidad

“…La retroalimentación es un elemento integral de la evaluación formativa y compartida, que procura recopilar y proporcionar información sobre el desempeño y comprensión actual del estudiante (Morris et al, 2021). Diversos estudios han demostrado que la retroalimentación tiene una poderosa influencia en los procesos de aprendizaje (Henderson et al, 2019;Jones, 2020;Morris et al, 2021). Por lo tanto, se ha de centrar el feedbacks desde una mirada formativa, focalizando dos aspectos: contribuir a modificar pensamientos y acciones y a reducir la distancia entre donde se encuentra el estudiante y donde tendría que llegar (Anijovich & Cappelletti, 2020).…”