Alguacil, Laia

Cano García, Elena

Duta, Nicoleta

Pons-Seguí, Laura

English

Diposit Digital de la Universitat de Barcelona

1THE USE OF FEEDBACK BY STUDENTS - PRACTICAL IMPLICATIONS FOR THE FUTURE LEARNING PROCESSESLaura PONS, Elena CANO, Laia ALGUACIL, Nicoleta DUTA, University of Barcelona, Spain & University of Bucharest, Romania1. Theoretical framework2. Research methodology3. Results4. Conclusions5. ReferencesContentThe 16th International Scientific ConferenceeLearning and Software for EducationBucharest, Aprilie 30- May 1, 20201.1. Assessment: Students engagement is a must to achieveevaluative judgement1. Theoretical frameworkBoud (1995)Biggs (2005)Sadler (2010)Nicol and Macfarlane-Dick (2006)Nicol, Thomson and Breslin (2014)Boud & Molloy (2015)Yang & Carless (2013)Hattie & Clarke (2018)Tai, Ajjawi, Boud, Dawson & Panadero (2018)Rossi et al. (2019)Educational research has stated the main characteristics of thegood assessment practices.1.2. Feedback; The key element for fostering Self-Regulated Learning (SRL)Characteristics of successful peer feedback practices (Asked andLodge, 2000 referred by Boud & Molloy, 2013, p. 7):1. Theoretical frameworkPanadero, Jonsson & Strijbos (2016, p. 10) suggested the steps forscaffolding self-regulated learning through self-assessment andpeer assessment:1. Theoretical frameworkThe aim of this paper is to study the changes done as result of the received feedback.2. Research methodologyFigure 1. Phases of the process of assignments delivery and feedback provisionPeer-feedback was analysed qualitatively using a coding protocol. 2. Research methodologyA peer-feedback practice was designed and applied in:- pre-service teacher education with second year studentsenrolled in a compulsory course(course 2018-2019, University of Barcelona, subject“Educational System and School Management”).- 59 students2. Research methodology3. ResultsOverall, the results show that positive feedback comments tend to tellthe peer to continue following the same process, whereas feedbackcomments on weaknesses usually refer to applying changes on thecontent and working process.WHAT DO I HAVE TO DO CONSIDERING MY PEER’S COMMENTS?Any change is referredFormal aspectsContent reiterationProcess reiterationContent changeProcess changeContent ampliationProcess ampliationStrengths 31% 31% 13% 59% 0% 0% 5% 5%Weaknesses5% 44% 0% 21% 41% 26% 31% 41%TOTAL 18% 37% 6% 40% 21% 13% 18% 23%Table 1. Classification of changes from peers’ comments3. ResultsFigure 2. Classification of changes from peers’ comments WHICH CHANGES HAVE I INTEGRATED IN THE NEXT DELIVERY? HOW HAVE I DONE IT?Any change is referredFormal aspectsContent reiterationProcess reiterationContentchangeProcess changeContent ampliationProcess ampliationDecisiontaken is justifiedStrengths 44% 21% 3% 8% 8% 8% 18% 13% 8%Weaknesses 8% 46% 0% 10% 36% 26% 31% 49% 21%TOTAL 26% 33% 1% 9% 22% 17% 24% 31% 14%3. ResultsTable 2. Classification of kind of changes applied in the next assignmentOn the other hand, the results show that a considerably larger number ofparticipants state changes in their next assignment in relation to theweaknesses.In this case, changes refer mostly to formal aspects and process ampliation,which is related to the comments they received from their peer feedback.Figure 3. Classification of kind of changes applied in the next assignment4. Conclusions• A close relationship between the type of given criteria (focusedon task or focused on process) and type of provided feedbackwas found.• Peer feedback is a highly effective way for the students tolearn from each other, also helps the students in developingtheir communication and interpersonal skills.This research has been founded by University of Barcelona(Project “Formation of evaluative judgment as a basic elementof the competence of learning to learn: the impact ofassessment criteria”, reference REDICE 18-1940).AcknowledgementsThank you for your attention!lponsseg8@ub.edu, ecano@ub.edu, laiaalguacil3@gmail.com,nicoleta.duta@fpse.unibuc.ro5. ReferencesBiggs, J. (2005). Calidad del aprendizaje universitario. Cómo aprenden los estudiantes. Madrid: Narcea.Boud, D. (1995). Enhancing learning through self-assessment. New York: Routledge.Boud, D. & Molloy, E. (2013b). Rethinking models of feedback for learning: The challenge ofdesign. Assessment & Evaluation in Higher Education, 38, 698–712.https://www.tandfonline.com/doi/full/10.1080/02602938.2012.691462?scroll=top&needAccess=trueBoud, D. & Molloy, E. (2015). El feedback en educación superior y profesional: Comprenderlo y hacerlobien. Madrid: Narcea.Hattie, J. & Clarke S. (2018). Visible learning: Feedback. Abingdon-New York: Routledge.Nicol, D. J. & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A modeland seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.Nicol, D., Thomson, A. & Breslin, C. (2014). Rethinking feedback practices in higher education: a peerreview perspective. Assessment & Evaluation in Higher Education, 39(1), 102–122.Panadero, E., Jonsson, A. & Strijbos, J. W. (2016). Scaffolding self-regulated learning through self-assessment and peer assessment: Guidelines for classroom implementation. In D. Laveault & L.Allal (Eds.) Assessment for Learning: Meeting the challenge of implementation. Boston,MA: Springer.Rossi, P. G., Ranieri, M., Li Y. & Perifanou, M. (2019). Interaction, feedback and active learning: wherewe are and where we want to go. Form@re - Open Journal per la formazione in rete, 19(3), 1-5.Sadler, D. R. (2010). Beyond feedback: Developing student capability in complexappraisal. Assessment & Evaluation in Higher Education, 35(5), 535-550.Yang, M. & Carless, D. (2013). The feedback triangle and the enhancement of dialogic feedbackprocesses. Teaching in Higher Education, 18(3), 285-297.

The use of feedback by students -  practical implications for the future learning processes

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The use of feedback by students - practical implications for the future learning processes

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