Using Assessment Feedback to Develop Resilience

Millican, Richard; Shafi, Adeela ahmed; Templeton, Sian; Middleton, Tristan

doi:10.1007/978-3-030-49236-6_9

Cited by 4 publications

(2 citation statements)

References 25 publications

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“…The affective and cognitive aspects of student engagement with feedback are under-explored. One study that explored this gap was Millican, ahmed Shafi, Templeton and Middleton (2020) which examined undergraduate students' reactions to changes in tutor practices (e.g., feedback sheets with explicit comments on strengths and recommendations, and opportunities for dialogue with the tutor). It concluded that to help students cope with disappointing grades, students needed assessment literacy which involves an "understanding the grade to include interpreting assessment and feedback within the context of its purpose, the assessment criteria and the grading" (p.142).…”

Section: Feedbackmentioning

confidence: 99%

The Asian Conference on Education 2022: Official Conference Proceedings

2023

ACE Official Conference Proceedings

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Teachers have long been using mobile devices to support their personal learning. Especially during the COVID-pandemic, the professionalization of teachers demanded the use of mobile solutions, which requires them to apply self-regulated learning strategies. This article focuses on mobile self-regulated professional learning of Flemish teachers in primary education. The study examined (1) which profiles in self-regulated learning can be distinguished in a mobile learning environment and (2) whether there is a correlation between mobile self-regulated learning and the willingness to call on mobile learning. An explorative study was conducted by interviewing primary teachers (N=141) by means of an online survey. An explorative factor analysis confirmed that there are ten latent factors, which clustered around eight components (1) self-efficacy, (2) help seeking, (3) task appreciation, (4) goal-setting, (5) selfreflection, (6) strategical planning, (7) concretization and (8) metacognitive strategies. When comparing the subscales to age, a significant positive correlation was found with metacognitive strategies and strategical planning, indicating that older teachers utilized these self-regulatory strategies more than younger participants. In sequence, a latent cluster analysis identified two profiles in mobile self-regulated learning, namely a moderate and high profile in self-regulated learning. Furthermore, a bivariate test with Pearson correlation coefficient confirmed that there is a positive correlation between the overall score of mobile self-regulated learning of teachers and the degree to which they are willing to use mobile learning for their professional learning. More specifically, a correlation was found with the self-regulated learning skills: metacognitive learning strategies, self-reflection, concretization, and goal-setting.

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Section: Feedbackmentioning

confidence: 99%

The Asian Conference on Education 2022: Official Conference Proceedings

2023

ACE Official Conference Proceedings

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“…Negative perceptions of failure can evoke emotions of anxiety, low self‐confidence, and reduced perseverance, and a fear of failure can create an aversion to future risk taking and engagement with challenges [ 2 , 5 , 13 ]. The ability of learners to effectively develop resiliency is highly context dependent and will be influenced by their individual expectations, past experiences, the structure of the educational system, and their interactions with those within and outside the institution [ 14 ]. Some of these factors may contribute to the negative stigma associated with failure, consequently interfering with one’s development of resiliency.…”

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confidence: 99%

Science students' perspectives on how to decrease the stigma of failure

Nunes

Philip

et al. 2021

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Failure is hard‐wired into the scientific method and yet teaching students to productively engage with failure is not foundational in most biology curricula. To train successful scientists, it is imperative that we teach undergraduate science students to be less fearful of failure and to instead positively accept it as a productive part of the scientific process. In this article, we focus on student perceptions of the stigma of failure and their associated concerns to explore how failure could be better supported within and beyond a university context. Through a survey of first‐year biology students, we found that societal and familial pressures to succeed were the greatest contributing factors to students' fear of failure. In student suggestions on how to reduce the stigma of failure within and beyond the university context, the most common theme identified across both contexts was for increased discussion and open communication about experiences of failure. Importantly, student comments in this study bring attention to the role of factors beyond the classroom in shaping student experiences of failure within their biology courses.

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Fostering Growth Mindsets: Possibilities Within a Heterarchical Collaborative Team Learning Design Studio

Liow

2022

[ ] With Design: Reinventing Design Modes

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Using Assessment Feedback to Develop Resilience

Cited by 4 publications

References 25 publications

The Asian Conference on Education 2022: Official Conference Proceedings

The Asian Conference on Education 2022: Official Conference Proceedings

Science students' perspectives on how to decrease the stigma of failure

Fostering Growth Mindsets: Possibilities Within a Heterarchical Collaborative Team Learning Design Studio

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