Patterns in the form of formative feedback and student response

Marianne Ellegaard, Linn Damsgaard, Jesper Bruun, Bjørn Friis Johannsen

Publikation: Bidrag til tidsskriftTidsskriftsartikelForskningpeer review

Abstract

Formative feedback currently receives attention as an effective means of increasing student learning. However, how to frame feedback to achieve the best effect is an ongoing debate. In this study we analyse a written data-set of 174 segments of teacher feedback and student response, coded using 10 emergent feedback and 14 response categories. As it is argued that feedback is a dialogue between students and teacher, links between feedback and response segments are viewed as a dialogical framework that we visualise and understand using network analysis. From this network we conclude that some ways of formulating feedback are more productive and likely to lead to types of responses that signify learning than others. We thus identify the reflection group of responses, consisting of the categories reflective response, explanation and students investigate own thinking. The feedback categories that link primarily to the reflection group are open question, wondering question and leading question, which we categorise as the questioning group of feedback. We discuss these patterns against a previously published framework, and by discussing specific examples we further our understanding of what makes feedback formative.
OriginalsprogEngelsk
TidsskriftAssessment & Evaluation in Higher Education
Vol/bind43
Udgave nummer5
Sider (fra-til)727-744
Antal sider17
ISSN0260-2938
DOI
StatusUdgivet - 4 jul. 2018
Udgivet eksterntJa

Emneord

  • Læring, pædagogik og undervisning
  • pædagogisk praksis

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