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EMPOWER E-Assessment week: Teachers intentions and students perceptions of written feedback

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Teachers intentions and students perceptions of written feedback by Kim Dirkx (OUNL)

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EMPOWER E-Assessment week: Teachers intentions and students perceptions of written feedback

  1. 1. EMPOWER is a programme of EADTU that supports universities in their transition to online and blended education. EMPOWER consists of around 80 experts from all over Europe divided over 12 expert pools. In this programme we organise various activities like on-site visits at universities, leadership academies and free webinars like this one.
  2. 2. e-asseassesment Use of digital technologies in different devices to create, distribute, assess and provide feedback for formative, summative, diagnostic or self-assessment along the learning process.
  3. 3. Diagnostic ¿Ready? Testing student’ s level before a new learning process BEFORE • Monitoring and self- monitoring along the learning-in-process • It helps identifying gaps and scaffolding • Ungraded DURING • Final evaluation of student’ s learning outcomes (e.g at the end of a unit, task, activity, exam, etc,) against some benchmark or standard • Graded AFTER Formative Summative
  4. 4. Teachers intentions and students perceptions of written feedback Dr. Kim Dirkx In collaboration with Jorik Arts (Fontys), Desirée Joosten-ten Brinke (Fontys and OU) and Migchiel van Diggelen (TuE and OU)
  5. 5. Context https://www.onlinewritingjobs.com/why-write-for-us/
  6. 6. Context https://anotheryearoftesol.weebly.com/blog/the-challenge-of-written-feedback
  7. 7. Introduction into feedback “information provided by an agent (e.g., teacher, peer, book, parent, self, experience) regarding aspects of one’s performance or understanding” (Hattie & Timperley, 2007, p. 81).
  8. 8. Three foci of feedback Where is the learner going? Hattie and Timperley (2007); Black & William (2009)
  9. 9. Feedup Three foci of feedback Where is the learner going? Hattie and Timperley (2007); Black & William (2009)
  10. 10. Three foci of feedback Where is the learner going? Where is the learner right now? Hattie and Timperley (2007); Black & William (2009)
  11. 11. Three foci of feedback Feedback Where is the learner going? Where is the learner right now? Hattie and Timperley (2007); Black & William (2009)
  12. 12. Three foci of feedback How to get there? Where is the learner going? Where is the learner right now? Hattie and Timperley (2007); Black & William (2009)
  13. 13. Three foci of feedback Feedforward How to get there? Where is the learner going? Where is the learner right now? Hattie and Timperley (2007); Black & William (2009)
  14. 14. Four different levels Task level Information on how well the task is performed
  15. 15. Four different levels Task level Information on how well the task is performed Process Information on the main processes needed to perform the task
  16. 16. Four different levels Task level Information on how well the task is performed Process Information on the main processes needed to perform the task Self regulation Information that stimulates reflections on the task
  17. 17. Four different levels Task level Information on how well the task is performed Process Information on the main processes needed to perform the task Self regulation Information that stimulates reflections on the task Self Personal evaluations and affect about the learner
  18. 18. Poll Which kind of feedback do you usally provide? 1. Task level Information on how well the task is performed 2. Process Information on the main processes needed to perform the task 3. Self regulation Information that stimulates reflections on the task 4. Self Personal evaluations and affect about the learner
  19. 19. Other typologies • Glover and Brown (2006) – Indications; Corrections; and Indications or corrections with an explanation • Wolsey (2008) – Simple affirmations, Complex affirmations, Clarifications, Observations, Corrections to content, Questions, Corrections to spelling, Exploratory, Personal. • Alvarez et al., (2012)
  20. 20. Typology by Alvarez et al., (2012) Label Description Clarification Elucidation of ideas, reformulations, completing an idea in relation to the content. Affirmation/negotiation Stating whether something is true or not. Argumentation Includes well-argues reflections, personal opinions or observations regarding the content in a well-argued manner, justifications, explanations etc. Personal opinions Ideas or interpretations on the context, lined to their own personal experiences. Correction Comments regarding the rules to be followed, the assignment requirements, the content. Question Request for explanation, clarification. Suggestion Advice on how to proceed or progress. Invitation to explore, expand or improve the work.
  21. 21. Why are typologies so important? • Determination of what is effective feedback • Improve communication • Practice what you preach (in teacher training)
  22. 22. Besides different tyopologies… • There are also different modi… – Cover sheets – Track changes and comments in Word – Rubrics….
  23. 23. Poll How do you generally provide feedback on written work? 1. In the text with comments and/or track changes 2. Using a cover sheet 3. Using rubrics 4. Using a combination of the above options
  24. 24. Aim To gain deeper insight in the function of different feedback channels and map the actual feedback practice to teachers’ intentions in order to stimulate effective feedback practices of (prospective) teacher(s) (trainers).
  25. 25. Method Hattie & Timperley (2007) Hattie & Timperley (2007) Alvarez et al., (2012) Feedup, Feedback, Feedforward Task, Process, Regulation, Self Clarification, Affirmation, Argumentation, Question, Suggestions, Correction, Personal opinion
  26. 26. Method
  27. 27. Method Feedback Task Question comment
  28. 28. Method Feedback Task Correction
  29. 29. Method The comments I provide are mainly meant as .. Feedback, Feedup, Feedforward The comments I provide are mainly aimed at .. the task, the process, self regulation, the self The comments I provide mainly contain… corrections, suggestions….
  30. 30. Method Clarifications Argumentations Affirmations Personal opinionCorrections Questions Suggestions Actual comments Self reported Clarifications 10 0 Argumentations 15 10 Affirmations 0 5 Personal opinion 5 10 Corrections 30 30 Questions 20 5 Suggestions 15 5 Murray et al., (2018)
  31. 31. Results Text Rubric FocusLevelFunction task process regulation person task process regulation person Feedup feedbackfeedforward Cl Af Arg POCo Que Sug Cl Af Arg POCo Que Sug
  32. 32. Discussion and future research 48 • Include student perceptions • Focus on content and modus of feedback (e.g., “Holistic” feedback) • Social presence and feedback • Longitudinal feedback • Feedback dialogue  Concrete guidelines on effective feedback strategies on a mirco level
  33. 33. Want to keep updated? https://www.researchgate.net/profile/Kim_Dirkx 49

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