Thematic analysis of written assignment feedback: Implications for nurse education

Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes

“…For quality assurance and transparency purposes, HE educators commonly use the language contained within formal grading policies and grade descriptors as the basis of their feedback. Crucially, though, several of the reviewed outputs concurred that learners often feel "bamboozled" by academic terminology (Dowden et al, 2013;Higgins et al, 2001;Jonsson, 2013;Parboteeah & Anwar, 2009;Weaver, 2006). University students across varying disciplines report that verbal feedback can help with the decoding process (Blair et al, 2013; see also Nicol & Macfarlane-Dick, 2006).…”

“…Several contributors from HE theorized that future-oriented "process feedback"-especially feedback regarding the development of skills-has greater utility than does task-specific feedback (Carless, 2006;Hattie & Timperley, 2007;Norcini & Burch, 2007), whereas some suggested that a balance between task-specific feedback and process feedback is ideal (Parboteeah & Anwar, 2009;Sadler, 2010).…”

“…However, this approach can often seem to apportion minimal responsibility to learners in the feedback process, characterizing them instead as passive recipients of advice. Indeed, although the term "feedback" is commonly used in a way that connotes passivity (Ball, 2010;Boud & Molloy, 2013a, 2013bParboteeah & Anwar, 2009), researchers increasingly acknowledge that "if information is simply stored in memory and never used, it is not feedback" (Orsmond, Merry, & Reiling, 2005, p. 381). As a result, a new focus is now emerging within the feedback literature, placing greater emphasis on learners' agentic engagement with feedback processes (e.g., .…”

Scaffolding reflective learning in clinical practice: A comparison of two types of reflective activities

“…In response to these two types of reflection, education programmes have introduced a variety of reflective learning activities (Wald et al 2009;Li et al 2010). In general, strategies focusing on concrete actions are described as a substantially more accurate mechanisms for ensuring safe and effective performance, because reflection on a day-to-day basis and the corresponding feedback facilitate students' awareness of where they have gone wrong and how they can improve (van Tartwijk et al 2003;Parboteeah & Anwar 2009;Eva & Regehr 2011). Although reflection-on-competency-development is a more abstract and complex process than reflection-on-action, Eva and Regehr consider reflection on progress essential for continuous professional development (Eva & Regehr 2005, 2011.…”

“…Reflective writing has been described as an effective activity to promote reflective learning (Parboteeah & Anwar 2009;Wald & Reis 2010) but it does not always lead to critical reflection and methods used, such as journals and portfolios, have met with mixed student responses (Driessen et al 2005;Wald et al 2009;Vivekananda-Schmidt 2011). Nevertheless, there seems to be general agreement about the elements that are most influential in developing reflection.…”