Bianka Malecka
Biographic Data
| ID | 8901752 |
|---|---|
| NAME | Bianka Malecka |
| GIVEN NAMES | Bianka |
| FAMILY NAME | Malecka |
| SIGNATURE | MALECKA B |
| AFFILIATIONS | Deakin University |
| ORCID | 0000-0001-9735-278X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
Fostering student motivation and engagement with feedback through ipsative processes
Recent feedback literature emphasises the active role of learners in feedback processes and a programmatic approach to feedback design. This conceptual paper argues for the importance of ipsative processes, i.e. processes focusing on learners’ progress as a mechanism in meeting these two requirements. It suggests that the iterative nature of ipsative processes can encourage effective, learner-centred feedback and its implementation across multipl…
Eliciting, processing and enacting feedback
Recent feedback literature suggests that the development of student feedback literacy has potential to address problems in current feedback practice. Students’ feedback literacy involves developing the capacity to make the most of feedback opportunities by active involvement in feedback processes. How the development of student feedback literacy can be embedded within the undergraduate curriculum has not yet been discussed in any depth. This conc…
Navigating feedback practices across learning contexts
Student feedback practices have been primarily discussed within a context of the particular course or unit of study. Little attention has been paid to how students navigate their feedback practices as they progress through different learning contexts and whether they apply known feedback strategies in new settings. To open exploration of this issue, case studies of five participants were studied over different courses – undergraduate, direct-entr…
An empirical study of student action from ipsative design of feedback processes
Feedback is justified when it has a positive influence on students’ subsequent performance. Opportunities for student action need therefore to be consciously designed if feedback is to influence learning. In this paper, we discuss how ipsative design of feedback processes, i.e. involving comparison of a student’s current performance with a previous similar task, can promote action from feedback. This design-based research was conducted with Engli…
No prominent works on this page.
Eliciting, processing and enacting feedback
Recent feedback literature suggests that the development of student feedback literacy has potential to address problems in current feedback practice. Students’ feedback literacy involves developing the capacity to make the most of feedback opportunities by active involvement in feedback processes. How the development of student feedback literacy can be embedded within the undergraduate curriculum has not yet been discussed in any depth. This conc…
Navigating feedback practices across learning contexts
Student feedback practices have been primarily discussed within a context of the particular course or unit of study. Little attention has been paid to how students navigate their feedback practices as they progress through different learning contexts and whether they apply known feedback strategies in new settings. To open exploration of this issue, case studies of five participants were studied over different courses – undergraduate, direct-entr…
An empirical study of student action from ipsative design of feedback processes
Feedback is justified when it has a positive influence on students’ subsequent performance. Opportunities for student action need therefore to be consciously designed if feedback is to influence learning. In this paper, we discuss how ipsative design of feedback processes, i.e. involving comparison of a student’s current performance with a previous similar task, can promote action from feedback. This design-based research was conducted with Engli…
Fostering student motivation and engagement with feedback through ipsative processes
Recent feedback literature emphasises the active role of learners in feedback processes and a programmatic approach to feedback design. This conceptual paper argues for the importance of ipsative processes, i.e. processes focusing on learners’ progress as a mechanism in meeting these two requirements. It suggests that the iterative nature of ipsative processes can encourage effective, learner-centred feedback and its implementation across multipl…
Evaluation of Teaching Practices (4 works) · Mathematics education (4 works) · Psychology (4 works) · Student Assessment and Feedback (4 works) · Pedagogy (3 works) · Peer feedback (3 works) · Corrective Feedback (2 works) · Curriculum (2 works) · Higher Education Practises and Engagement (2 works) · Literacy (2 works)