Feedback Learning Benefits and Issues in Education
DOI:
https://doi.org/10.14738/abr.810.9286Abstract
Feedback learning poses many benefits to the education system, however, in executing feedback learning in order to gain better assessment and learning processes both for the students and lecturers, the challenges are big and daunting for many universities. This paper discusses the benefits and issues in Feedback Learning related to the learning processes and assessment measures.
References
References
Alton Lee, A. (2003). Quality teaching for diverse students in schooling: Best evidence synthesis. Wellington, New Zealand: Ministry of Education
Askew , S., & Lodge, C. (2000). Gifts, ping pong and loops linking feedback and learning. In S. Askew (Ed), Feedback for learning (pp. 1-17). London, UK: Routledge.
Boud, D., Cohen, R., & Sampson, J. (1999). Peer learning and assessment. Assessment & Evaluation in Higher Education, 24(4), 413–426. doi:10.1080/0260293990240405
Brown, S. (2015). Learning, teaching and assessment in higher education. GlobalPerspectives. London: Palgrave Macmillan.
Butler, A. C., Karpicke, J.D., & Roediger, H.L. III (2007). The effect of type and timing of feedback on learning from multiple choice tests. Journal of Experimental Psychology: Applied, 13, 273-281.
Butler, A.C., & Henry, L.R. III (2008). Feedback enhances the positive effects and reduces the negative effects of multiple choice testing. Memory & Cognition, 36 (3), 604-616.
Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219-233.
Falchikov N. (1995). Improving feedback to and from students. In P. Knight (Ed) Assesment for learning in higher education (pp. 157- 166). London, UK: Kogan
Gibbs, G. (2002). Evaluating the impact of formative assessment on student learning behavior. Invited address: earli-Northumbia Assessment Conference, 28-30 August.
Gibbs, G. (2006). How assessment frames student learning . In C. Bryan & K. Clegg (Eds), Innovative assessment in Higher Education (pp. 23-36). London, UK: Routledge.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Hyland, P. (2000). Learning from feedback on assessment. In P. Hyland & A. Booth (Eds), The practice of university history teaching (pp. 233-247). Manchester University Press.
James, R., McInnis, C., & Devlin, M. (2002). Assessing learning in Australasian universities: Ideas, strategies and resources for quality in student assessment. Melbourne, Vic, Australia: Centre for study of Higher Education, University of Melbourne.
McDowell, L., Wakelin, D., Montgomery, C., & King, S. (2011). Does assessment for learning make a difference? The development of a questionnaire to explore the student response. Assessment & Evaluation in Higher Education, 36(7), 749–765.
Nicol, D. J., & MacFarlane Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31 (2), 199- 218.
Marzano, R., Pickering, D., & Pollock,J. (2001). Classroom instruction that works: Research based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
Orsmond, P., Merry S., & Reiling, K. (2000). The use of student derived marking criteria in peer and self-assessment. Assessment & Evaluation in Higher Education, 25(1), 21-38
Orsmond, P., Merry, S., & Reling, K. (2002). The student use of formative feedback in their learning. Paper presented at the Learning Communities and Assessment Cultures Conference. England: University of Northumbia.
Paige, D.D. (1966). Learning while testing. Journal of Educational Research, 59, 276-370.
Price, M., Rust, C., O’Donovan, B., Handley, K., & Bryant, R. (2012). Assessment literacy. Oxford: Oxford Brookes University.
Ramaprasad, A. (1983). On the definition of feedback. Behavioral Science, 28, 4-13.
Race, P. (2001). Using feedback to help students to learn. Heslington, York, UK: The Higher Education Academy.
Retna, K.S, & Cavana, R.Y. (2013). Undergraduate management students’ perceptions of feedback in a New Zealand university. Journal of Management & Organization. Cambridge University Press and Australian and New Zealand Academy of Management.
Ribchester, P., France, D., & Wakefield, K. (2008). It was just like a personal tutorial: Using podcasts to provide effective feedback. Paper presented at the Higher Education Academy Conference, July.
Rust, C. (2007). Towards a scholarship of assessment. Assessment & Evaluation in Higher Education, 32(2), 229–237.
Sadler, D.R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-144
Sambell, K., McDowell, L., & Montgomery, C. (2013). Assessment for learning in higher education. London: Routledge.
Stefani, L. J. (1998). Assessment in partnership with learners. Assessment and Evaluation in Higher Education 23 339-350
Sullivan, H. J., Schutz, R.E., & Baker, R.L. (1971). Effects of reinforcement contingencies. American Educational Research Journal,8, 135-141.
Swann, J., & Arthur, J. (1998). Empowering lecturers: A problem based approach to improving assessment practice. Higher Education Review, 31(2), 50-74
Taras, M. (2002). Using assessment for learning and learning from assessment. Assessment & Evaluation in Higher Education, 27(6), 501–510.
Trotter, E. (2006). Student perceptions of continuous summative assessment. Assessment & Evaluation in Higher Education, 31,505-521.
Tshibalo, A.E. (2005). Computer aided assessment and its potential impact on teaching and learning in higher education. Paper presented at the Making A Difference: 2005 Evaluations and Assessment Conference, Sydney, Australia, December.
Vygotsky, L. S. (1978). Mind in Society. London, UK: Harvard University Press
Weaver, M. R. (2006). Do students value feedback?Student perceptions of tutors written responses. Assessment & Evaluation in Higher Education, 31 (3), 379-394.
William, D., & Black, P. (1996). Meanings and consequences: A basis for distinguishing formative and summative functions of assessment? British Educational Research Journal. 22(5), 537-548.
William, D. (2007). Keeping learning on track: Classroom assessment and the regulation of learning. In F. Lester Jr. (Ed), Second handbook of research on mathematics teaching and learning(pp. 1053-1098). Greenwich, CT: Information Age Publishing.
Yorke, M. (2003). Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice. Higher Education, 45, 477-501.
Young, P. (2000). “I might as well give up”; Self esteem and mature students’ feelings about feedback on assignments. Journal of Further and Higher Education., 24(3), 409
Alton Lee, A. (2003). Quality teaching for diverse students in schooling: Best evidence synthesis. Wellington, New Zealand: Ministry of Education
Askew , S., & Lodge, C. (2000). Gifts, ping pong and loops linking feedback and learning. In S. Askew (Ed), Feedback for learning (pp. 1-17). London, UK: Routledge.
Boud, D., Cohen, R., & Sampson, J. (1999). Peer learning and assessment. Assessment & Evaluation in Higher Education, 24(4), 413–426. doi:10.1080/0260293990240405
Brown, S. (2015). Learning, teaching and assessment in higher education. GlobalPerspectives. London: Palgrave Macmillan.
Butler, A. C., Karpicke, J.D., & Roediger, H.L. III (2007). The effect of type and timing of feedback on learning from multiple choice tests. Journal of Experimental Psychology: Applied, 13, 273-281.
Butler, A.C., & Henry, L.R. III (2008). Feedback enhances the positive effects and reduces the negative effects of multiple choice testing. Memory & Cognition, 36 (3), 604-616.
Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219-233.
Falchikov N. (1995). Improving feedback to and from students. In P. Knight (Ed) Assesment for learning in higher education (pp. 157- 166). London, UK: Kogan
Gibbs, G. (2002). Evaluating the impact of formative assessment on student learning behavior. Invited address: earli-Northumbia Assessment Conference, 28-30 August.
Gibbs, G. (2006). How assessment frames student learning . In C. Bryan & K. Clegg (Eds), Innovative assessment in Higher Education (pp. 23-36). London, UK: Routledge.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Hyland, P. (2000). Learning from feedback on assessment. In P. Hyland & A. Booth (Eds), The practice of university history teaching (pp. 233-247). Manchester University Press.
James, R., McInnis, C., & Devlin, M. (2002). Assessing learning in Australasian universities: Ideas, strategies and resources for quality in student assessment. Melbourne, Vic, Australia: Centre for study of Higher Education, University of Melbourne.
McDowell, L., Wakelin, D., Montgomery, C., & King, S. (2011). Does assessment for learning make a difference? The development of a questionnaire to explore the student response. Assessment & Evaluation in Higher Education, 36(7), 749–765.
Nicol, D. J., & MacFarlane Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31 (2), 199- 218.
Marzano, R., Pickering, D., & Pollock,J. (2001). Classroom instruction that works: Research based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
Orsmond, P., Merry S., & Reiling, K. (2000). The use of student derived marking criteria in peer and self-assessment. Assessment & Evaluation in Higher Education, 25(1), 21-38
Orsmond, P., Merry, S., & Reling, K. (2002). The student use of formative feedback in their learning. Paper presented at the Learning Communities and Assessment Cultures Conference. England: University of Northumbia.
Paige, D.D. (1966). Learning while testing. Journal of Educational Research, 59, 276-370.
Price, M., Rust, C., O’Donovan, B., Handley, K., & Bryant, R. (2012). Assessment literacy. Oxford: Oxford Brookes University.
Ramaprasad, A. (1983). On the definition of feedback. Behavioral Science, 28, 4-13.
Race, P. (2001). Using feedback to help students to learn. Heslington, York, UK: The Higher Education Academy.
Retna, K.S, & Cavana, R.Y. (2013). Undergraduate management students’ perceptions of feedback in a New Zealand university. Journal of Management & Organization. Cambridge University Press and Australian and New Zealand Academy of Management.
Ribchester, P., France, D., & Wakefield, K. (2008). It was just like a personal tutorial: Using podcasts to provide effective feedback. Paper presented at the Higher Education Academy Conference, July.
Rust, C. (2007). Towards a scholarship of assessment. Assessment & Evaluation in Higher Education, 32(2), 229–237.
Sadler, D.R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-144
Sambell, K., McDowell, L., & Montgomery, C. (2013). Assessment for learning in higher education. London: Routledge.
Stefani, L. J. (1998). Assessment in partnership with learners. Assessment and Evaluation in Higher Education 23 339-350
Sullivan, H. J., Schutz, R.E., & Baker, R.L. (1971). Effects of reinforcement contingencies. American Educational Research Journal,8, 135-141.
Swann, J., & Arthur, J. (1998). Empowering lecturers: A problem based approach to improving assessment practice. Higher Education Review, 31(2), 50-74
Taras, M. (2002). Using assessment for learning and learning from assessment. Assessment & Evaluation in Higher Education, 27(6), 501–510.
Trotter, E. (2006). Student perceptions of continuous summative assessment. Assessment & Evaluation in Higher Education, 31,505-521.
Tshibalo, A.E. (2005). Computer aided assessment and its potential impact on teaching and learning in higher education. Paper presented at the Making A Difference: 2005 Evaluations and Assessment Conference, Sydney, Australia, December.
Vygotsky, L. S. (1978). Mind in Society. London, UK: Harvard University Press
Weaver, M. R. (2006). Do students value feedback?Student perceptions of tutors written responses. Assessment & Evaluation in Higher Education, 31 (3), 379-394.
William, D., & Black, P. (1996). Meanings and consequences: A basis for distinguishing formative and summative functions of assessment? British Educational Research Journal. 22(5), 537-548.
William, D. (2007). Keeping learning on track: Classroom assessment and the regulation of learning. In F. Lester Jr. (Ed), Second handbook of research on mathematics teaching and learning(pp. 1053-1098). Greenwich, CT: Information Age Publishing.
Yorke, M. (2003). Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice. Higher Education, 45, 477-501.
Young, P. (2000). “I might as well give up”; Self esteem and mature students’ feelings about feedback on assignments. Journal of Further and Higher Education., 24(3), 409
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Published
2020-11-08
How to Cite
Abdullah, R. (2020). Feedback Learning Benefits and Issues in Education . Archives of Business Research, 8(10), 162–166. https://doi.org/10.14738/abr.810.9286
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