Feedback for thought
Examining the Influence of Feedback Constituents on Learning Experience
Bibliographic Data
| ID | 4097478 |
|---|---|
| Authors | Chadi Aoun (0000-0002-3648-8509, Carnegie Mellon University), Savanid Vatanasakdakul (Macquarie University, corresponding author), Karyne Ang (0000-0001-5202-0036, University of Technology Sydney) |
| Year | 2018 |
| Volume | 43 |
| Issue | 1 |
| Pages | 72-95 |
| Publication date | 2018-01-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2016.1156665 |
| OpenAlex | W2308887972 |
| Language | EN |
| Citations received | 12 |
| References cited | 59 |
© 2016 Society for Research into Higher Education. Reflective teaching practice is often heralded as a pillar of effective tuition. However, the perceptions of multiple forms of feedback among learners and their contributions to reflective learning is yet to attract significant attention, particularly in the Information Systems (IS) context. This research investigates the antecedent constituents of feedback and how they contribute to an overall perception of feedback in an introductory IS course. A research model grounded in the pedagogical literature was operationalised and quantitative data collected and analysed using Partial Least Squares. The results indicate that summative and generic assessment feedback were found to be significant towards formulating an overall perception of feedback, and that such perception is significant in influencing a learner's experience. This further highlights the fact that students are overwhelmingly assessment focused and may not engage in reflective practice pertaining to their overall learning experience–necessitating the establishment of learner's reflective lenses to guide them towards such reflection
Formative assessment · Grounded theory · Higher education · Mathematics education · Pedagogy · Perception · Qualitative research · Reflective Practice · Sociology · Summative assessment · Higher Education Learning Practices · Psychology · Reflective Practices in Education · Student Assessment and Feedback
The power of assessment feedback in teaching and learning
Optimizing student writing performance in higher education
Profiling feedback antecedents in higher education students
Assessment and feedback
Practicum in teacher education
Developing as a post-PhD researcher
Police education and role play
This fast car can move faster
Exploring the reliability and its influencing factors of peer assessment in massive open online courses
From feedback-as-information to feedback-as-process
Clarity, consistency and communication
Mediated performance in the feedback process
Assessing Learners in Higher Education
Rethinking Assessment in Higher Education
Effects of Learning Skills Interventions on Student Learning
Getting the Message Across
The Impact of Assessment on Student Learning
The quality of guidance and feedback to students
Sustainable Assessment
The Determinants of Students' Perceived Learning Outcomes and Satisfaction in University Online Education
Formative Assessment
On the definition of feedback
Facilitating productive use of feedback in higher education
Feedback and Self-Regulated Learning
Know what I mean? Enhancing student understanding of assessment standards and criteria
Assessment and Classroom Learning
Formative assessment and the design of instructional systems
Focus on Formative Feedback
What is assessment for learning
From monologue to dialogue
Peer Learning and Assessment
Biology students’ utilization of tutors’ formative feedback
Gender, ‘bias’, assessment and feedback
Towards a scholarship of assessment
Feedback on assessment
Is it worth the effort? How feedback influences students’ subsequent submission of assessable work
The Use of Exemplars and Formative Feedback when Using Student Derived Marking Criteria in Peer and Self-assessment
Exploring the use of peer assessment as a vehicle for closing the gap between feedback given and feedback used
Student perceptions of quality feedback in teacher education
Do students value feedback? Student perceptions of tutors’ written responses
Learner-Centered Teaching
The Power of Feedback
Reconceptualising assessment feedback
Formative assessment and self-regulated learning
The Conscientious Consumer
Assessment
| Citations per year | 1.33 |
|---|---|
| Citation span | 2017 - 2025 (9) |
| Highly cited | No |