Feedback - some essentials
Feedback is information provided by an agent (teacher, peer, experience, ...) regarding aspects of one's performance or understanding. It is ideally given after instruction to provide knowledge and skills or develop particular attitudes (Hattie & Timperley, 2007).
Feedback on learner performance is one of the most influential and effective learning paradigms. There is growing evidence that the more learners actively engage with feedback, the more they learn from it and the more effective it becomes
How can educators improve digital assessment and feedback systems that increase learner agency in assessment and feedback? The concept of agency leads to discussions about power balance, mainly focussing on the self-regulation and empowerment of learners.
Peer feedback is how students evaluate their peers' performance based on predetermined evaluation criteria. This gives students valuable points for improvement for their own work, insight into their own learning process, and experience in providing feedback to others.
- should be given on time so that it is relevant to the students
- should provide information on how and why the student has or has not met the criteria
- should provide strategies to help learners improve
- should be sensitive to the individual needs of the learners
- On correct rather than incorrect responses
- On clearly deļ¬ned and low complexity tasks
- Where there is a low level of threat
- Where the student accepts the goals
- Where the focus is on the task, process, or learning
- Where it is a written comment rather than a grade
- Where clear, logical, and meaningful improvement strategies are given
- Where it is not too frequent, as it can lead to teacher dependency
Resources:
Philippa Kruger (2019). How to provide the most effective feedback in the classroom https://medium.com/@pkruger/how-to-provide-the-most-effective-feedback-in-the-classroom-2f1122b09bf4
Field Lab Peer Feedback, (2021): https://www.versnellingsplan.nl/en/Kennisbank/field-lab-for-professionalization/field-lab-digital-peer-feedback/
Boud, D. & Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698-712
Hattie, J. & Timperley, H. (2007). The Power of Feedback. Review of Educational Research. 77 (1), 81–112. http://www.columbia.edu/~mvp19/ETF/Feedback.pdf
https://www.kre-aktiv.at/post/peer-feedback-ein-agiles-tool-auf-augenh%C3%B6he
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