Improving students’ learning—the role of formative feedback
Experiences from a crash course for business students in academic writing
Bibliographic Data
| ID | 19378308 |
|---|---|
| Authors | Torunn Olsen (0000-0003-4453-6942, University of Agder, corresponding author), John Hunnes (0000-0003-0904-263X, University of Agder) |
| Year | 2024 |
| Volume | 49 |
| Issue | 2 |
| Pages | 129-141 |
| Publication date | 2024-02-17 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2023.2187744 |
| OpenAlex | W4324044919 |
| Language | EN |
| Citations received | 7 |
| References cited | 17 |
This paper discusses the role of formative feedback in teaching academic writing for a large class of first-year business students. The paper contributes to our knowledge on how to design an effective formative feedback process for a class in excess of 300 students. Based on survey data from 2018 the paper addresses how the students respond to being taught academic writing in two different feedback modalities: face-to-face interaction and electronic annotations. Our findings indicate that there are no significant differences between the two modalities and that the students are relatively satisfied with the feedback they received. The majority of the students report that feedback has helped them accomplish their learning goals, they pay attention to feedback, and feedback motivates them in their studies. Even with these positive responses from the students, we question whether our approach is sustainable in the long run. Unless smarter and more efficient ways of providing personalised feedback are developed for large student groups, the transition to the new paradigm for feedback, where the emphasis is placed on dialogic interaction, will not be practicable
Dialogic · Formative assessment · Higher education · Mathematics education · Medical education · Modalities · Pedagogy · Peer feedback · Computer Science · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Psychology · Student Assessment and Feedback
Impact of ChatGPT on ESL students’ academic writing skills
Generative AI and English essay writing
How do L2 writing subskills interact hierarchically? Insights from diagnostic classification models
Using integrated alternative assessment to explore essay writing skills
Experiment with ChatGPT
A scoping review of dialogic formative feedback practices in higher education
The Impact of Timely Formative Feedback on University Student Motivation
Education at a Glance 2022
Excellence in University Assessment
The quality of guidance and feedback to students
What the Student Does
Assisting transition to university
From monologue to dialogue
What makes for effective feedback
Do students value feedback? Student perceptions of tutors’ written responses
The Power of Feedback
Differing perceptions in the feedback process
Developing sustainable feedback practices
| Citations per year | 3.5 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |