Patterns in the form of formative feedback and student response

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

doi:10.1080/02602938.2017.1403564

Patterns in the form of formative feedback and student response

Bidragets oversatte titel: Form-mønstre i formativ feedback og studerendes respons

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

6 Citationer (Scopus)

Abstract

Formativ feedback modtager i øjeblikket opmærksomhed som et effektivt middel til at øge studerendes læring. Men hvordan man sætter rammerne for at opnå den bedste effekt er løbende til debat. I denne undersøgelse analyserer vi et skriftligt datasæt med 174 segmenter af lærerfeedback og studerendes svar, kodet ved hjælp af 10 feedbackkategorier og 14 responskategorier. Da det hævdes, at feedback er en dialog mellem elever og lærere, ses forbindelserne mellem feedback- og responssegmenter som en dialogisk ramme, som vi visualiserer og forstår ved hjælp af netværksanalyse. Fra dette netværk konkluderer vi, at nogle måder at formulere feedback på er mere produktive end andre og sandsynligvis vil føre til svartyper, der kan tages som indikatorer på læring. Vi identificerer således "refleksionsgruppen" af svar, der består af kategorierne "reflekterende respons", "forklaring" og "elever undersøger egen tænkning". Feedbackkategorierne, der primært leder til svar der hører under refleksionsgruppen, er "åbne spørgsmål", "undrende spørgsmål" og "ledende spørgsmål", som vi kategoriserer som "spørgegruppen". Vi diskuterer disse mønstre mod et tidligere offentliggjort rammeværktøj, og ved at diskutere specifikke eksempler, giver vi et bud på, hvad der kan gøre feedback formativ.

Bidragets oversatte titel	Form-mønstre i formativ feedback og studerendes respons
Originalsprog	Engelsk
Tidsskrift	Assessment and Evaluation in Higher Education
Vol/bind	43
Udgave nummer	5
Sider (fra-til)	727-744
Antal sider	18
ISSN	0260-2938
DOI	https://doi.org/10.1080/02602938.2017.1403564
Status	Udgivet - 4 jul. 2018

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10.1080/02602938.2017.1403564

Citationsformater

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title = "Patterns in the form of formative feedback and student response",

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.",

author = "Marianne Ellegaard and Linn Damsgaard and Jesper Bruun and Johannsen, {Bj{\o}rn Friis}",

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AU - Ellegaard, Marianne

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AB - 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.

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Patterns in the form of formative feedback and student response

Abstract

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