Overview of feedback in higher education in anglo-saxon countries
ilustraciones, gráficos, tablas
- Autores:
-
Ramírez Quiceno, Cristian Camilo
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2023
- Institución:
- Unidad Central del Valle del Cauca
- Repositorio:
- Repositorio Institucional - Unidad Central del Valle del Cauca
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.uceva.edu.co:20.500.12993/4251
- Acceso en línea:
- http://hdl.handle.net/20.500.12993/4251
- Palabra clave:
- Retroalimentación
Evaluación
Educación
Enseñanza
Tecnología
Feedback
Evaluation
Education
Teaching
Technology
- Rights
- closedAccess
- License
- Derechos reservados - Unidad Central del Valle del Cauca
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Overview of feedback in higher education in anglo-saxon countries |
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Overview of feedback in higher education in anglo-saxon countries |
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Overview of feedback in higher education in anglo-saxon countries Retroalimentación Evaluación Educación Enseñanza Tecnología Feedback Evaluation Education Teaching Technology |
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Overview of feedback in higher education in anglo-saxon countries |
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Overview of feedback in higher education in anglo-saxon countries |
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Overview of feedback in higher education in anglo-saxon countries |
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Overview of feedback in higher education in anglo-saxon countries |
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Overview of feedback in higher education in anglo-saxon countries |
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Ramírez Quiceno, Cristian Camilo |
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Giraldo Arcila, Fabio Nelson |
| dc.contributor.author.none.fl_str_mv |
Ramírez Quiceno, Cristian Camilo |
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Fabio Nelson Giraldo Arcila [0000-0002-1017-4851] |
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Retroalimentación Evaluación Educación Enseñanza Tecnología |
| topic |
Retroalimentación Evaluación Educación Enseñanza Tecnología Feedback Evaluation Education Teaching Technology |
| dc.subject.keywords.spa.fl_str_mv |
Feedback Evaluation Education Teaching Technology |
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ilustraciones, gráficos, tablas |
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Ali, M., Ahmed, L., & Rose, S. (1993). A. (2018). Identifying Predictors of Students’ Perception of and Engagement with Assessment Feedback.” Active Learning in Higher Education, 19(3), 239-251. Bahula, T., & Kay, R. (2021). Exploring student perceptions of video-based feedback in higher education: A systematic review of the literature. Journal of Higher Education Theory and Practice, 21(4), 248-258. Butler, A. C., & Roediger, H. L. (2008). Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Memory & cognition, 36(3), 604-616. Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354. Cutumisu, M., & Lou, N. M. (2020). The moderating effect of mindset on the relationship between university students’ critical feedback-seeking and learning. Computers in Human Behavior, 112, 106445 Darwin, S. (2016). The emergence of contesting motives for student feedback-based evaluation in Australian higher education. Higher Education Research & Development, 35(3), 419-432. Dunworth, K., & Sanchez, H. S. (2016). Perceptions of quality in staff-student written feedback in higher education: a case study. Teaching in Higher Education, 21(5), 576-589. Fernández-Toro, M., & Duensing, A. (2021). Repositioning peer marking for feedback literacy in higher education. Assessment & Evaluation in Higher Education, 46(8), 1202-1220. Glazzard, J., & Stones, S. (2019). Student perceptions of feedback in higher education. International Journal of Learning, Teaching and Educational Research, 18(11), 38-52. Green, S. (2019). What students don't make of feedback in higher education: An illustrative study. Journal of English for Academic Purposes, 38, 83-94. Hara, T., Braun, I., Kapp, F., Hara, K., Leydecker, M., & Schill, A. (2018, December). Supporting Feedback Phases of Self-Regulated Learning in University Settings through Canvas-Based Discussions. In 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) (pp. 1158- 1161). IEEE. Huisman, B., Saab, N., van den Broek, P., & van Driel, J. (2019). The impact of formative peer feedback on higher education students’ academic writing: a Meta-Analysis. Assessment & Evaluation in Higher Education, 44(6), 863-880. Jones, H., Yeoman, K., Gaskell, E., & Prendergast, J. (2017). Perceptions of university assessment and feedback among post-16 school pupils. Assessment & Evaluation in Higher Education, 42(8), 1233-1246. Karunanayake, I. (2022). Making assessment feedback effective in higher education: A review of literature. Journal of Applied Learning and Teaching, 5(2). Lowe, T., & Shaw, C. (2019). Student Perceptions of the" Best" Feedback Practices: An Evaluation of Student-Led Teaching Award Nominations at a Higher Education Institution. Teaching & Learning Inquiry, 7(2), 121- 135. Martínez Rizo, F. (2012). La evaluación formativa del aprendizaje en el aula en la bibliografía en inglés y francés. revisión de literatura. Revista Mexicana de Investigación Educativa, Julio-Septiembre, 849-875. Neighbour, H., Monteiro, S., Lee, M., Wu, Y., Levinson, A., & Sherbino, J. (2021). Effect of Gender on Feedback Associated with a Direct Clinical Observation Tool Used during Clerkship at McMaster University. Journal of General Internal Medicine, 1-2. O’Donovan, B., Rust, C., & Price, M. (2016). A scholarly approach to solving the feedback dilemma in practice. Assessment & Evaluation in Higher Education, 41(6), 938-949. Paterson, C., Paterson, N., Jackson, W., & Work, F. (2020). What are students' needs and preferences for academic feedback in higher education? A systematic review. Nurse Education Today, 85, 104236. Rigopoulos, G. (2022). Assessment and feedback as predictors for student satisfaction in UK higher education. Int. J. Mod. Educ. Comput. Sci.(IJMECS), 14(5), 1-9. Ryan, T., Henderson, M., & Phillips, M. (2019). Feedback modes matter: Comparing student perceptions of digital and non‐digital feedback modes in higher education. British Journal of Educational Technology, 50(3), 1507-1523. Stufflebeam, D. L. (1994). Empowerment Evaluation, Objectivist Evaluation, and Evaluation Standards: Where the Future of Evaluation Should Not Go and Where It Needs to Go. American Journal of Evaluation, 15(3), 321–338. https://doi.org/10.1177/109821409401500313 Thiel, J. (2020). Student feedback apparatuses in higher education: an agential realist analysis. Discourse: Studies in the Cultural Politics of Education, 41(3), 471-483. Wieman, C., Gilbert, S., Kirkman, T., Gormally, C., & Wenderoth, M. P. (2015). Anatomy of STEM teaching in North American universities. Science, 347(6228), 1468-1470. Winstone, N. E., Nash, R. A., Rowntree, J., & Parker, M. (2017). ‘It'd be useful, but I wouldn't use it’: barriers to university students’ feedback seeking and recipience. Studies in Higher Education, 42(11), 2026-2041 Wood, C., & Jones, G. (2020). Evaluating the nature of summative feedback on electronically submitted work at a UK University: implications for post-compulsory education. Research in Post-Compulsory Education, 25(4), 420-444. |
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Giraldo Arcila, Fabio NelsonRamírez Quiceno, Cristian CamiloFabio Nelson Giraldo Arcila [0000-0002-1017-4851]Tuluá, Valle del Cauca, ColombiaTuluá2024-04-05T17:06:52Z2024-04-05T17:06:52Z2023http://hdl.handle.net/20.500.12993/4251Instname:Unidad Central del Valle del Caucareponame:Repositorio Institucional Unidad Central del Valle del Caucarepourl:https://repositorio.uceva.edu.co/ilustraciones, gráficos, tablasEste artículo de diseño documental con enfoque cualitativo y de alcance descriptivo, tiene como objetivo indagar cuáles son las tendencias y enfoques predominantes en la investigación sobre la retroalimentación en la educación superior en los países anglosajones en los últimos 10 años. Resalta la importancia de la retroalimentación y ofrece una visión comparativa de las prácticas y enfoques utilizados en los países anglosajones. Se enfatizan las estrategias para mejorar la retroalimentación, incluyendo la capacitación de docentes y estudiantes en técnicas efectivas, así como el fomento de una cultura de retroalimentación constructiva. Este documento presenta un resumen de la retroalimentación en los países anglosajones, utilizando comparaciones basado en la recopilación y análisis de los 50 documentos más relevantes de una selección de 99 documentos resultado de la búsqueda inicial. Los resultados se organizaron en siete categorías temáticas descritas en el apartado metodológico. En cuanto a las prácticas de retroalimentación en entornos educativos, se encontró que los países anglosajones implementan estrategias variadas, como evaluaciones formativas y retroalimentación personalizada. Además, se puede evidenciar el uso de herramientas tecnológicas, como plataformas digitales y aplicaciones móviles, para facilitar la entrega y recepción de retroalimentación.Resumen / Abstract / Introduction / Chapter I. Problem statement / 1.1 Rationale / Chapter II. Reference framework / 2.1 Objectives / 2.1.1 General objective / 2.1.2 Specific objectives / 2.1 Background Studies / Chapter III. Methodology / Chapter IV. Results / 4.1 Studies on the Quality of feedback in higher education / 4.2 Studies on the effects of different types of feedback / 4.3 Studies on Students’ Perception of Feedback / 4.4 Studies on the implementation and use of feedback technologies / 4.5 Studies on feedback in specific areas / 4.6 Studies on the relationship of feedback to other factors / 4.7 Studies on the evaluation of feedback / Conclusions / Recommendations / Bibliographic references /Licenciado (a) en Lenguas Extranjeras con énfasis en InglésPregradoThe purpose of this documentary article design with qualitative approach and descriptive scope is to investigate the predominant trends and approaches in research on feedback in higher education in Anglo-Saxon countries over the last 10 years. It highlights the importance of feedback and offers a comparative view of practices and approaches used in Anglo-Saxon countries. Strategies for improving feedback are emphasized, including training teachers and students in effective techniques, as well as fostering a culture of constructive feedback. This paper presents a summary of feedback in Anglo-Saxon countries, using comparisons based on the collection and analysis of the 50 most relevant documents from a selection of 99 documents resulting from the initial search. The results were organized into seven thematic categories described in the methodological section. Regarding feedback practices in educational environments, it was found that Anglo-Saxon countries implement varied strategies, such as formative assessments and personalized feedback. In addition, the use of technological tools, such as digital platforms and mobile applications, can be evidenced to facilitate the delivery and receipt of feedback.PDF64 páginasapplication/pdfengDerechos reservados - Unidad Central del Valle del Caucahttp://creativecommons.org/licenses/by-nc-nd/4.0Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/closedAccessCerradohttp://purl.org/coar/access_right/c_14cbOverview of feedback in higher education in anglo-saxon countriesbachelor thesisTesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionLicenciatura en Lenguas Extranjeras con énfasis en InglésFacultad de Ciencias de la EducaciónRetroalimentaciónEvaluaciónEducaciónEnseñanzaTecnologíaFeedbackEvaluationEducationTeachingTechnologyAli, M., Ahmed, L., & Rose, S. (1993). A. (2018). Identifying Predictors of Students’ Perception of and Engagement with Assessment Feedback.” Active Learning in Higher Education, 19(3), 239-251.Bahula, T., & Kay, R. (2021). Exploring student perceptions of video-based feedback in higher education: A systematic review of the literature. Journal of Higher Education Theory and Practice, 21(4), 248-258.Butler, A. C., & Roediger, H. L. (2008). Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Memory & cognition, 36(3), 604-616.Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354.Cutumisu, M., & Lou, N. M. (2020). The moderating effect of mindset on the relationship between university students’ critical feedback-seeking and learning. Computers in Human Behavior, 112, 106445Darwin, S. (2016). The emergence of contesting motives for student feedback-based evaluation in Australian higher education. Higher Education Research & Development, 35(3), 419-432.Dunworth, K., & Sanchez, H. S. (2016). Perceptions of quality in staff-student written feedback in higher education: a case study. Teaching in Higher Education, 21(5), 576-589.Fernández-Toro, M., & Duensing, A. (2021). Repositioning peer marking for feedback literacy in higher education. Assessment & Evaluation in Higher Education, 46(8), 1202-1220.Glazzard, J., & Stones, S. (2019). Student perceptions of feedback in higher education. International Journal of Learning, Teaching and Educational Research, 18(11), 38-52.Green, S. (2019). What students don't make of feedback in higher education: An illustrative study. Journal of English for Academic Purposes, 38, 83-94.Hara, T., Braun, I., Kapp, F., Hara, K., Leydecker, M., & Schill, A. (2018, December). Supporting Feedback Phases of Self-Regulated Learning in University Settings through Canvas-Based Discussions. In 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE) (pp. 1158- 1161). IEEE.Huisman, B., Saab, N., van den Broek, P., & van Driel, J. (2019). The impact of formative peer feedback on higher education students’ academic writing: a Meta-Analysis. Assessment & Evaluation in Higher Education, 44(6), 863-880.Jones, H., Yeoman, K., Gaskell, E., & Prendergast, J. (2017). Perceptions of university assessment and feedback among post-16 school pupils. Assessment & Evaluation in Higher Education, 42(8), 1233-1246.Karunanayake, I. (2022). Making assessment feedback effective in higher education: A review of literature. Journal of Applied Learning and Teaching, 5(2).Lowe, T., & Shaw, C. (2019). Student Perceptions of the" Best" Feedback Practices: An Evaluation of Student-Led Teaching Award Nominations at a Higher Education Institution. Teaching & Learning Inquiry, 7(2), 121- 135.Martínez Rizo, F. (2012). La evaluación formativa del aprendizaje en el aula en la bibliografía en inglés y francés. revisión de literatura. Revista Mexicana de Investigación Educativa, Julio-Septiembre, 849-875.Neighbour, H., Monteiro, S., Lee, M., Wu, Y., Levinson, A., & Sherbino, J. (2021). Effect of Gender on Feedback Associated with a Direct Clinical Observation Tool Used during Clerkship at McMaster University. Journal of General Internal Medicine, 1-2.O’Donovan, B., Rust, C., & Price, M. (2016). A scholarly approach to solving the feedback dilemma in practice. Assessment & Evaluation in Higher Education, 41(6), 938-949.Paterson, C., Paterson, N., Jackson, W., & Work, F. (2020). What are students' needs and preferences for academic feedback in higher education? A systematic review. Nurse Education Today, 85, 104236.Rigopoulos, G. (2022). Assessment and feedback as predictors for student satisfaction in UK higher education. Int. J. Mod. Educ. Comput. Sci.(IJMECS), 14(5), 1-9.Ryan, T., Henderson, M., & Phillips, M. (2019). Feedback modes matter: Comparing student perceptions of digital and non‐digital feedback modes in higher education. British Journal of Educational Technology, 50(3), 1507-1523.Stufflebeam, D. L. (1994). Empowerment Evaluation, Objectivist Evaluation, and Evaluation Standards: Where the Future of Evaluation Should Not Go and Where It Needs to Go. American Journal of Evaluation, 15(3), 321–338. https://doi.org/10.1177/109821409401500313Thiel, J. (2020). Student feedback apparatuses in higher education: an agential realist analysis. Discourse: Studies in the Cultural Politics of Education, 41(3), 471-483.Wieman, C., Gilbert, S., Kirkman, T., Gormally, C., & Wenderoth, M. P. (2015). Anatomy of STEM teaching in North American universities. Science, 347(6228), 1468-1470.Winstone, N. E., Nash, R. A., Rowntree, J., & Parker, M. (2017). ‘It'd be useful, but I wouldn't use it’: barriers to university students’ feedback seeking and recipience. Studies in Higher Education, 42(11), 2026-2041Wood, C., & Jones, G. (2020). Evaluating the nature of summative feedback on electronically submitted work at a UK University: implications for post-compulsory education. 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