Examining students' feedback engagement and assessment experiences
A Mixed Study
Datos Bibliográficos
| ID | 4097965 |
|---|---|
| Autores | Kim-Daniel Vattøy (0000-0001-7649-9061, Volda University College, autor de correspondencia), Siv M Gamlem (0000-0002-6523-0486, Volda University College), Wenke Mork Rogne (0000-0002-5465-2421, Volda University College) |
| Año | 2021 |
| Volumen | 46 |
| Número | 11 |
| Páginas | 2325-2337 |
| Fecha de publicación | 2021-11-02 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Studies in Higher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2020.1723523 |
| OpenAlex | W3004666899 |
| Idioma | EN |
| Citas recibidas | 25 |
| Referencias citadas | 39 |
This study examined students’ feedback engagement and assessment experiences in a higher education teacher programme with the Assessment Experience Questionnaire (n = 182) and individual interviews (n = 14). The results suggested that quantity of effort and feedback quality were the most important predictors of variance in students’ use of feedback. Feedback quality was a stronger predictor for female students’ use of feedback compared to male students. Feedback quantity partially mediated the relationship between use of feedback and feedback quality for all students. The interviewed students emphasised that feedback had to be comprehensible, process-oriented, and dialogic to be used. On the contrary, feedback barriers were considered to occur when feedback was negative, incomprehensible, contradictory, or lacked relevance. Maladaptive feedback agency was reported to be exercised by students when teacher-student relationships were affected by mistrust, negativity, or disagreements. The results indicated a summative assessment culture with some formative traits
Dialogic · Formative assessment · Higher education · Mathematics education · Medical education · Negative feedback · Pedagogy · Peer feedback · Summative assessment · Evaluation of Teaching Practices · Medicine · Psychology · Reflective Practices in Education · Social Psychology · Student Assessment and Feedback
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Evaluation of the ‘Feedback Engagement Enhancement Tool’ to examine and enhance students’ engagement with feedback on their writing
Development and evaluation of a student feedback agency scale
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The interplay between feedback literacy and feedback engagement in writing tasks for multilingual higher education students
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Variations and possibilities of exploratory talk in triggering collaborative engagement during collaborative problem‐solving process among MA in education students
Understanding Chinese EFL Students’ Academic Emotions Toward Teacher Written Feedback in Second Language Academic Writing
A Chronological Analysis of Intellectual Demands in the Turkish Writing Curricula
Statistical analysis with missing data
Mixed methodology
Supporting Learners' Agentic Engagement With Feedback
Making Sense of Assessment Feedback in Higher Education
Facilitating productive use of feedback in higher education
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Dialogic feedback and potentialities for student learning
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Examining the nature and effects of feedback dialogue
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What makes for effective feedback
Doing what it says on the tin? A psychometric evaluation of the Assessment Experience Questionnaire
Rethinking models of feedback for learning
Students' perceptions of teachers' feedback practice in teaching English as a foreign language
Sex differences in learned helplessness
Motivational processes affecting learning
Using thematic analysis in psychology
The moderator–mediator variable distinction in social psychological research
The moderator-mediator variable distinction in social psychological research
Human agency in social cognitive theory
The Power of Feedback
Formative assessment and self-regulated learning
It'd be useful, but I wouldn't use it
The influence of disciplinary assessment patterns on student learning
Differing perceptions in the feedback process
Beyond the Iron Triangle
What makes good feedback good
Developing sustainable feedback practices
| Obras citantes distintas | 25 |
|---|---|
| Citas por año | 4,17 |
| Intervalo de citas | 2020 - 2026 (7) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 23 |