Toward a cohesive psychological science of effective feedback

Winstone, Naomi; Nash, Robert A.

doi:10.1080/00461520.2023.2224444

Cited by 16 publications

(3 citation statements)

References 85 publications

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“…This would not only allow more nuanced investigation of how students act on self-generated feedback but also of the role instructional prompts play in mediating the self-feedback process and its outcomes. Other researchers have also been calling for a better understanding of the internal mechanisms of feedback processing and for more diverse learning outcome measures (Panadero and Lipnevich 2022;Winstone & Nash, 2023).…”

Section: Performance and Self-feedback: A Complex Relationship (Resea...mentioning

confidence: 99%

“…Hence, these studies do not provide direct evidence about the internal feedback processes (i.e., changes in knowledge) that students activate from each comparison, rubric or exemplars. This is a critical omission, as many researchers argue that performance (i.e., achieving good grades) and learning are not synonymous (Wiliam, 2018;Burnell et al, 2023) and call for outcome measures that are more illuminating of learning than just grades (Winstone and Nash, 2023). Also, where exemplars have been used as comparators, with students making visible in writing their own feedback productions, they produced selffeedback comments on higher-order aspects of their work rather than on low level aspects (e.g.…”

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confidence: 99%

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Do Students Generate Better Self-Feedback by Comparing their Work Against Assessment Criteria or Exemplars?

Swingler,

Nicol,

Morrow

2024

Preprint

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Having students write their own feedback comments can positively impact their performance. To support these self-feedback productions, teachers usually provide students with information to compare their work against. Recent studies show that both assessment criteria, often in the form of a rubric, and exemplars promote grade improvements in draft-redraft situations. Yet little is known about the differential effects of these comparators on learning itself. The current study investigated this in a peer review setting. Students produced a written research report then one group compared it against information in the assessment criteria and another against information in exemplars. Both groups wrote self-feedback comments based on the comparisons they made. Results show that students produced more high-level process comments when comparing against exemplars while they produced more task-related feedback comments when comparing against assessment criteria. Students’ final grade performance was also better after exemplar comparisons. The implications of using different comparators to promote different kinds of self-feedback are discussed, as is the value of using instructional prompts to target different learning outcomes. By extending the range of comparators beyond the limited set currently in use and through appropriate prompting, teachers can help shift feedback agency to students and reduce their own workload.

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Section: Performance and Self-feedback: A Complex Relationship (Resea...mentioning

confidence: 99%

mentioning

confidence: 99%

Do Students Generate Better Self-Feedback by Comparing their Work Against Assessment Criteria or Exemplars?

Swingler,

Nicol,

Morrow

2024

Preprint

View full text Add to dashboard Cite

show abstract

“…En este Tema, nos centraremos en el feedback, una destreza que está entre las características más comunes de la enseñanza, el aprendizaje satisfactorio y la motivación (Fong y Schallert, 2023;Winstone y Nash, 2023). El feedback puede definirse como la información proporcionada por un agente (e.g., docente, compañero, uno mismo, etc.)…”

Section: Introducción: Interdependencia De Las Destrezas Docentes Y F...unclassified

Acción docente para educadores físico-deportivos. Manual teórico basado en la evidencia

Abós,

Diloy-Peña,

García-Cazorla

et al. 2024

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Este libro está dirigido a Educadores/a Físico-Deportivos/a, abordando diversas temáticas relacionadas con la acción docente a partir de evidencias científicas recientes. Se examinan tanto los estilos de enseñanza (productivos y reproductivos) como las destrezas docentes (información inicial, feedback o retroalimentación, organización y control del grupo, y gestión del tiempo de práctica) como medios para mejorar el proceso de enseñanza-aprendizaje. Además, se proponen distintas estrategias motivacionales y didácticas para mejorar la motivación de los estudiantes o deportistas, logrando así beneficios como el aprendizaje o la adherencia físico-deportiva. Estos conceptos se fundamentan en la teoría de metas de logro y la teoría de la autodeterminación. En sus últimas páginas, este libro también aborda el modelo comprensivo de enseñanza de deportiva, en contraste con el modelo técnico o tradicional. A lo largo del texto, se incluyen numerosos ejemplos basados en evidencias científicas, permitiendo a los/as profesionales Educadores Físico-Deportivos/as aplicarlos en su práctica cotidiana

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Feedback for learning from text: What kind and where in the text is most effective?

Clinton-Lisell

2024

Computers and Education Open

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Toward a cohesive psychological science of effective feedback

Cited by 16 publications

References 85 publications

Do Students Generate Better Self-Feedback by Comparing their Work Against Assessment Criteria or Exemplars?

Do Students Generate Better Self-Feedback by Comparing their Work Against Assessment Criteria or Exemplars?

Acción docente para educadores físico-deportivos. Manual teórico basado en la evidencia

Feedback for learning from text: What kind and where in the text is most effective?

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