Feedback (Education)

O Agrupamento de Escolas de Vila Nova de Paiva tem vindo a promover uma mudança de paradigma da “avaliação das aprendizagens” para a “avaliação para as aprendizagens”. Essa mudança concretiza-se através de um projeto de intervenção, inicialmente desenvolvido nas disciplinas dos anos iniciais de ciclo, centrado na monitorização das aprendizagens
essenciais desenvolvidas pelos alunos e da respetiva qualidade. O projeto consiste na aferição da qualidade das aprendizagens, para o que se identificam os domínios de complexidade cognitiva associados, de modo a proporcionar feedback orientador aos alunos e ou aos encarregados de educação.
Este capítulo responde à solicitação do EduFor de contribuir para a mudança das práticas de avaliação formativa e tem como objetivo específico dar conta desse projeto, tal como foi implementado no AEVNP.
O texto descreve o processo seguido e apresenta os efeitos provisórios dessa implementação no Agrupamento de Escolas. Do ponto de vista metodológico foi elaborado um documento organizado por domínios e ou temas onde os docentes vão identificando e monitorizando as aprendizagens, por ano e disciplina, indicando o respetivo nível de
complexidade do domínio cognitivo: conhecer/reproduzir; aplicar/interpretar; raciocinar/criar. Os resultados provisórios permitem validar o projeto, uma vez que os dados recolhidos e tratados no modelo são relevantes para o progresso dos alunos e essa informação releva
da monitorização horizontal.

Introduction
Introduction by Patrick R. Lowenthal

Trends and Issues with Online Learning
From Reluctant and Reticent to Engaged and Enthusiastic: The Passage to Online Teaching
Susan Giullian

Preparing Special Education Teachers Through Online Instruction
Donna Sobel

Using eCollege to Facilitate Learning, Provide for Program Coherence, Manage Accountability Innovations, and Ensure the Evolution of a Principal Licensure Program
Connie Fulmer

Make, Share, Find: Web 2.0 and Informal Learning
Phil Antonelli

Technology in Action
The Advantages of a Ning Social Network Within a Higher Education Program
Laura Summers

Fresh and Forward-thinking: Using Blogs for Educational Purposes
Joanna C. Dunlap & Ellen Stevens

Hanging on by a Thread
Dorothy F. Garrison-Wade

Instructional Uses of Twitter
Joanna C. Dunlap & Patrick R. Lowenthal

Using Audio for Giving Feedback to Project Teams: A Useful Complement to Track Changes
Brent G. Wilson

Wordle… Just for Phluff?
Joanna C. Dunlap

A Teaching Video Project Brought to Closure
Farah A. Ibrahim

Improving the Design of PowerPoint Presentations
Patrick R. Lowenthal

Emerging Tools and Applications
Audacity
Ning
Blogger
PBworks
Bubbl.us
Picnik
Delicious
ScreenSteps Desktop
Facebook
Songza
Flickr
SkyDrive
Google Docs
Skype
Google Reader
Twitter
iSpring
Ustream
Jing VoiceThread
Media Converter
Youtube
MyPodcast
Zotero

Resources
Down-and-dirty Guidelines for Effective Discussions in Online Courses
Joanna C. Dunlap

Protocols for Online Discussions
Joanna C. Dunlap

Improving the Odds of Effective Collaborative Work in Online Courses
Joanna C. Dunlap

The article deals with the questions how to develop students' motivation to learn foreign languages. Its main purpose is to find the most appropriate and effective way out. The paper presents the analytical review of research on the problems concerning formation and development of educational motivation, describes its types and  highlights varieties that are specific to foreign language learning. Particular attention is paid to the close relationship between "feedback" and the level of students' subject motivation development. The article defines the functions of "feedback", characterizes its subtypes, that are commonly used in foreign language teaching, and finally, it determines the degree of feedback influence on the process of subject motivation development.

Οι μαθητές της Β' τάξης του σχολείου μας εισήχθησαν στις έννοιες θετική ανάδραση και αρνητική ανάδραση και στο ρόλο τους στα Πολύπλοκα Συστήματα μέσα από το παράδειγμα της Παγκόσμιας Κλιματικής Αλλαγής στο πλαίσιο του μαθήματος Χημείας. Για το σκοπό αυτό χρησιμοποιήθηκε ελεύθερο διαδικτυακό περιεχόμενο και μια προσομοίωση με το λογισμικό Πολλαπλών Πρακτόρων, Μοντελοποίησης και Οπτικής Αναπαράστασης Netlogo. Η κλιματική αλλαγή παρουσιάστηκε στους μαθητές μέσω ενός βίντεο – πτυχιακή εργασία φοιτητών του Πανεπιστημίου του Αιγαίου - και με άλλο υλικό από το διαδίκτυο. Οι μαθητές πειραματίστηκαν με το μοντέλο Climate Change της NetLogo μελετώντας τις επιπτώσεις των παραμέτρων ηλιακή δράση, αέρια θερμοκηπίου, λευκαύγεια και νέφωση στη μέση θερμοκρασία του πλανήτη. Στη συνέχεια υπέθεσαν την ύπαρξη διαφόρων θετικών και αρνητικών αναδράσεων τις οποίες κατέγραψαν μαζί με τις προβλέψεις τους για την εξέλιξη της θερμοκρασίας του πλανήτη και τις προσομοίωσαν χρησιμοποιώντας το μοντέλο. Οι αλ...

Gamification has been acquiring importance in several areas, namely in Education. This article intends to make known how feedback was used in the case of a gamified system in Online Education and what the students' perspectives are about the various types of feedback used. The study focu-sed on two half-year curricular units, both subject to a gamified design with several game elements were used as a form of feedback on activities and at different moments: points, badges, performance tables and leaderboards. Collecting data were carried out through observation, questionnaire, and interviews. The results point to the importance of the various types of feedback , and their continued distribution over time. A gamificação tem vindo a adquirir importância em diversas áreas, nomeadamente em Educação. Com este artigo, pretende-se dar a conhecer um sistema gamificado em Educação Online e qual a perspetiva dos estudantes sobre os vários tipos de feedback utilizados. O estudo incidiu sobre duas unidades curriculares semestrais, ambas sujeitas a um desenho gamificado com diversos elementos de jogo como forma de feedback relativo a diversas atividades e em variados momentos: pontos, medalhas, tabelas de desempenho e placar. A recolha de dados sobre a perceção dos estudantes foi realizada através de observação, questionário e entrevistas. Os resultados apontam para a importância dos vários tipos de feedback, sendo relevante a sua distribuição permanente ao longo do tempo. Palavras-chave: Gamificação. Educação online. Feedback.

Although writing conferences with second language (L2) writers are thought to be valuable learning experiences, there is little
research to show how one-on-one writing conferences can benefit L2 writers at low English language proficiency levels. This report summarizes insights gleaned from instituting a large-scale, intensive L2 writing conference program for students at five levels of English language proficiency. This conferencing program is described, along with survey response from 14 writing teachers and 546 students in the program. Teacher responses demonstrated benefits of classroom-based writing conferences, such as opportunities for individualized instruction, goal setting, and rapport building. Student responses, meanwhile, differed by proficiency level and demonstrated that lower-proficiency learners favored less collaborative interactions with feedback on local concerns and more proficient learners preferred more collaborative interactions and global feedback. Furthermore, teachers seemed to structure their feedback and interactional styles based on the language proficiency of L2 writing students. This report adds to student–teacher writing conference research by investigating and reporting on the feedback preferences of L2 writers at different language proficiencies but also speculates on the overarching purposes of an intensive writing conference program, namely that it can provide a rich mentoring relationship which extends beyond traditional writing feedback.

This paper summarises a study of students' and staff perceptions and experiences of assessment feedback practice across a post-1992 university. Phases 1 and 2 of the project gathered students' and academic colleagues' views on assessment feedback practice. Focus ...

A gamificação tem vindo a adquirir importância em diversas áreas, nomeadamente em Educação. Com este artigo pretende-se dar a conhecer um sistema gamificado em Educação Online e qual a perspetiva dos estudantes sobre os vários tipos de feedback utilizados. O estudo incidiu sobre duas unidades curriculares semestrais, ambas sujeitas a um desenho gamificado com diversos elementos de jogo como forma de feedback relativo a diversas atividades e em variados momentos: pontos, badges, tabelas de desempenho e leaderboard. A recolha de dados sobre a perceção dos estudantes foi realizada através de observação, questionário e entrevistas. Os resultados apontam para a importância dos vários tipos de feedback, sendo relevante a sua distribuição permanente ao longo do tempo. Palavras-chave: Gamificação. Educação online. Feedback.

Feedback has been shown to substantially influence students' learning. However, not everything characterized as feedback is effective. Sustainable feedback places students in an active role in which they generate and use feedback from peers, self or others and aims at developing lifelong learning skills. First-year higher education students and tutors received sustainable feedback during their problem-based learning. To gain insights into how they perceived the sustainable feedback, students were probed via structured, open-ended questionnaires. While all participants positively valued the feedback, their personal characteristics, previous experience with feedback and concomitant perceptions appeared to have greatly influenced both tutors' and students' specific, individual behavior and responses. Conclusion is that sustainable feedback requires an evolving role of students and tutors with respect to sharing their perceptions of what feedback is, understanding the value ...

Research background: The effectiveness of Corrective feedback has been a controversial issue and thus a central part of second language writing instruction worldwide. Gap in knowledge and Purpose of the study: It has been argued that the provision of written corrective feedback can affect the complexity of the written text negatively, and the issue is not sufficiently investigated. Therefore, this studyinvestigated the effects of two types of comprehensive written corrective feedback strategies: direct corrective feedback (DCF), and metalinguistic explanation (ME) on L2 learners' written syntactic complexity. Methods: This study was quasi-experimental and used a pretest-intervention-posttestdelayed-posttest design. Participants were 90 Turkish EFL upper-intermediate learners, whose L2 proficiency and L2 writing skills were controlled by administering the Oxford Placement Test and the IELTS Writing Task 2 test. They were assigned to three groups: DCF, ME, and NF (i.e., no feedback on grammatical errors).The treatment/control period lasted for five weeks. Every week, each participant wrote an essay of argument-led type in class and then received the specified feedback. No work was done on writing for the two-week interval between the posttest and delayed posttest. Lu's (2010) web-based L2 Syntactic Complexity Analyser was utilised to calculate the syntactic complexity measures. The MANOVA test was utilized to find the results. Findings and Value added: It was revealed the ME group was not significantly different from the NF group. The DCF group significantly outperformed the ME group in the clauses per sentence (C/S) of the texts both in posttests and delayed-posttests. The DCF group also significantly outperformed the NF group in the clauses per T-unit (C/T

Purpose
To explore resident and faculty perspectives on what constitutes feedback culture, their perceptions of how institutional feedback culture (including politeness concepts) might influence the quality and impact of feedback, feedback seeking, receptivity, and readiness to engage in bidirectional feedback.
Method
Using a constructivist grounded theory approach, five focus group discussions with internal medicine residents, three focus group discussions with general medicine faculty, and eight individual interviews with subspecialist faculty were conducted at Brigham and Women’s Hospital between April and December 2016. Discussions and interviews were audiotaped and transcribed verbatim; concurrent data collection and analysis were performed using the constant comparative approach. Analysis was considered through the lens of politeness theory and organizational culture.
Results
Twenty-nine residents and twenty-two general medicine faculty participated
in focus group discussions, and eight subspecialty faculty participated in interviews. The institutional feedback culture was described by participants as (1) a culture of politeness, in which language potentially damaging to residents’ self-esteem was discouraged; and (2) a culture of excellence, in which the institution’s outstanding reputation and pedigree of trainees inhibited constructive feedback. Three key themes situated within
this broader cultural context were discovered: normalizing constructive feedback to promote a culture of growth, overcoming the mental block to feedback seeking, and hierarchical culture impeding bidirectional feedback.
Conclusions
An institutional feedback culture of excellence and politeness may impede honest, meaningful feedback and may impact feedback seeking, receptivity, and bidirectional feedback exchanges. It is essential to understand the institutional feedback culture before it can be successfully changed.

Resumo
Neste trabalho apresenta-se a planificação, implementação e avaliação de uma atividade
investigativa enquadrada numa visita de estudo ao Jardim Botânico da Universidade de Lisboa. A
atividade teve como participantes 29 alunos do 8.º ano de escolaridade e foi estruturada com
aulas de preparação, visita de estudo e aulas de consolidação, seguindo o modelo teórico dos 5
E’s de Bybee (2002). As atividades que promovam uma aprendizagem ativa podem permitir o
desenvolvimento de um leque mais alargado de competências investigativas, como diagnosticar
problemas, planificar e desenvolver investigações, analisar dados, pesquisar informação,
comunicar, trabalhar em grupo, entre outras. Foram construídos e aplicados instrumentos para a
avaliação de competências investigativas. Verificou-se que a atividade promoveu o
desenvolvimento deste tipo de competências, promovendo também a motivação dos alunos para
a aprendizagem das ciências naturais. Ao longo da atividade, foi fornecido feedback, dando aos
alunos a oportunidade de melhorarem o seu trabalho. Deste modo, os alunos puderam perspetivar
a educação em ciências como um processo contínuo que lhes permite evoluir no sentido de
melhorarem continuamente as suas competências.
Palavras–Chave: Jardim Botânico, visita de estudo, aprendizagem ativa, feedback, avaliação.
Abstract
This work presents the planning, implementation and assessment of an investigative activity that
involved 29 students, from the 8th grade, during a fieldtrip to the Botanical Garden of the University
of Lisbon. This activity was structured using preparation lessons, fieldtrip and follow up lessons.
The theoretical model of the 5 E's by Bybee (2002) was applied in the planning of the activity.
Active learning allow for the development of a wider range of investigative skills, such as: how to
identify problems, plan and carry out investigations, analyse data, looking up information,
communicate, work in groups, among others. Instruments to evaluate investigative skills were
developed and applied. It was found that this activity promoted the development of investigative
skills and, at the same time, booster student’s motivation for learning natural sciences. Throughout
the activity feedback was provided to students, enabling them to improve their performance and
giving the opportunity to view science learning as a continuous process to enhance their skills.
Keywords: Botanical garden, fieldtrip, inquiry, feedback, assessment.

Presentation can be viewed with animation at https://sites.google.com/site/itbecunningham/home/teacher-­‐student-­‐perspectives-­‐on-­‐ screencast-­‐text-­‐feedback-­‐in-­‐esl-­‐writing-­‐calico-­‐2016

Abstract:
In making choices about technology-mediated feedback, an understanding of the considerations from both the student and instructor perspectives is important. This presentation reports on the findings of a study of student and instructor perspectives on screencast and MS Word comment feedback on student ESL writing. The multiple measures within-groups study looks at how these perspectives change with continued exposure and how student and instructor perspectives compare.

Feedback can exert a powerful influence on learning and achievement although its effect varies. The aim of this study was to investigate the effects of three types of feedback on dental students' attitudes and confidence in a competency-based course in predoctoral orthodontics at New York University College of Dentistry. In 2013-14, all 253 third-year students in a course using test-enhanced instructional methods received written feedback on formative assessments. The type of feedback varied across three groups: pass/fail grades (PF) N=77, emoticons (EM) N=90, or written comments (WC) N=86. At the end of the course, students completed surveys that included four statements addressing their attitudes toward course instruction and confidence in their abilities. The survey response rate ranged from 75% to 100% among groups. The lowest response rate (75%) was in the PF group. In attitudes toward course instruction and confidence in their abilities, the WC group trended to more positive responses than the other groups, while the PF group trended to negative responses. On two of the four statements, the trend for the WC group was significant (95% CI). In both statements concerning attitudes toward instruction, the PF group trended to negative responses that were significant (95% CI). These results support the effectiveness of descriptive written comments over pass/fail grades or emoticons in improving dental students' confidence in their abilities and their attitudes toward instruction.

Hoe stimuleer je als opleiding regelmatig en effectief studeren? Hoe voorkom je dat studenten alleen maar leren voor de vinkjes en de punten? In deze tekst wordt een aanpak ontwikkeld voor het ontwerpen van een leerzaam en studeerbaar curriculum. Daarmee bedoelen we een curriculum dat maximaal bijdraagt aan de motivatie en het leren van studenten en dat onnodige uitval en studievertraging voorkomt. De voorgestelde ontwerpaanpak berust op theoretische inzichten, resultaten van empirisch onderzoek en op de praktijkervaringen van docentopleiders en onderwijsadviseurs van het Onderwijscentrum VU.

Studies that have described feedback often offer a narrow definition of the sources and recipients of feedback. Gaps in practitioner knowledge are addressed through an investigation of the relationship between feedback and learning in literature. These models of feedback are evaluated. Applying the model to a Spanish language classroom, the findings demonstrate that feedback, learning and teaching are co-dependent. The author thus contends that practitioners play an integral role in developing feedback culture and climate to improve student learning.

New pedagogies, feedback, action research, student centred learning, language learning, Spanish

Critique can be defined as disciplinary feedback, analysis, or assessment provided to an individual or within a group, be it a classroom or a team. At a fundamental level, it is an exchange of ideas, impressions, evaluations, opinions, reflections, judgments, speculations, or suggestions to oneself or between two or more participants in a defined context. Scholars describe critique as a signature pedagogy in many disciplines, a cornerstone of the educational experience. There has been scant critical analysis of how critique also represents a performance of power with roots in positions of authority, expertise, or assigned roles. Such power dynamics have been explored in some areas within SoTL, for example in scholarship on assessment, epistemic disobedience, social justice, feminist pedagogies, and critical race theory. However, this has generally not been the case within the scholarship on critique. To better understand the dimensions of power in the context of critique we develope...

The purpose of this research was to develop a deeper understanding about the place of student progress and interrelated processes in teachers’ practice within a secondary school (11- 18 years old) in the Channel Islands, and to consider the findings as a basis for future professional development. Researchers such as Hattie (2012) have suggested that student progress should be given more prominence through using data-based systems to promote more informed decision making. Whilst a greater focus on progress and its measurements could benefit the learners, support the development of their teachers, and also institutional performance, findings suggest that learning data (Finn, 2015) appears to play a more and more prominent role in the practice of teachers (Anderson et al., 2010, Charlton et al., 2013, Foundation, 2015). Participants viewed data as a useful tool for learners and their teachers to engage with, in order to enhance learning. However, a deeper investigation of teachers' discourse showed that the nature of institutional information systems using learning data affected their validity and reliability, whilst uncovering some existing underlying power relationships, which blurred the line as to whether learning data was used to measure institutional performance, or as a basis for reflection for teachers' growth (Braun, 2005). This small-scale, qualitative research consisted of a questionnaire and a group interview in a case study to identify phenomena in teachers’ practice around formative assessment, feedback about progress, and its relationship with data generation and its uses. Findings echo the growing concerns about the potential negative impact of cultures of accountability (Ball, 2016, Sahlberg, 2010, Hardy and Lewis, 2017) that may arise through the use of data (Anderson et al., 2010, JISC, 2017, Stewart, 2017, Hardy and Lewis, 2017) and influences it may have on teachers’ praxis and professionalism (Ball, 2016, Day, 2002, Evans, 2011).

This study investigates how praising students' success in tasks affects the performance of other students who were not successful. Possible and impossible crossword puzzles were used as an experiment to engender fixed mindsets in half of the sample. The average time to complete a crossword puzzle at the pre-test was compared to the average time to complete the same puzzle at the post-test. The results showed that students given possible crossword puzzles were able to make significant improvements in the speed with which they could complete the puzzle at the post-test stage. However, such improvements in performance were not seen among the students who had been temporarily primed into a fixed mindset during the experiment through the use of the impossible crossword puzzles. Reasons behind these results as well as pedagogical implications related to effective ways of giving praise and other feedback will be discussed.

This study investigates raters’ identification of errors in the writing of an EFL student. Drawing on data collected from a correction task and a questionnaire, we examine the beliefs and practices of three distinct groups of sixteen participants in each: native English speaking EFL teachers, Japanese speaking EFL teachers and educated native English speaking non-teachers.  Participants were asked to identify and correct the errors in an authentic text written by a Japanese university student, judge which errors they considered the most serious, and to give reasons for their choices. The results confirm earlier studies that non-native English speaking teachers are generally more severe in grading errors and rely more on rule infringement rather than intelligibility in judging seriousness. In addition, we discovered that the Japanese teachers were far more likely to regard stylistic variations as errors, although the native English speaking teachers were sensitive to features of formality and academic appropriacy. We argue that these differences are a result of the participants’ experiences and discuss the issues surrounding error identification for teachers.

Tests are very important elements of educational systems because they are used by a number of stake holders for diverse of reasons that go from educational policy making by directives to curriculum and syllabus design by other decision makers such as teachers, students and parents.  The traditional view of tests purpose has changed from a rather narrow view where assessment was seen as a way to determine what students had learned, to a wider conception.  Nowadays the idea of assessment has broadened so that it is not only seen as a way to collect data, but as a way to teach people, produce knowledge and transform educational processes (Shonamy, 2001). This is the reason why test validity issues have up surged as important and pivotal elements in assessment, particularly those aspects related to consequences, washback concerns, and its educational nature (Wiggins, 1998 as quoted in Shonamy, 2001).  This is very important to keep in mind because the validity of a test determines the exams’ purpose and thus, the type of exam; being it an admissions, placement, progress, achievement or diagnostic exam. This in turn is significant because it is used to make vital decisions which have an important impact in student’s life such as whether a student is admitted or not into a university or whether to place a student in a higher or lower level in an ESL or EFL course; thus, having implications of time and money for the student.    This implies that exams must test exactly what they claim to measure.  (Brown, 2005).

This paper offers a detailed text-analysis of the written feedback given by two teachers to ESL students over a complete proficiency course. We consider this feedback in terms of its functions as praise, criticism and suggestions. Praise was the most frequently employed function in the feedback of these two teachers, but this was often used to soften criticisms and suggestions rather than simply responding to good work. Many of the criticisms and suggestions were also mitigated by the use of hedging devices, question forms, and personal attribution. We explore the motivations for these mitigations through teacher interviews and think-aloud protocols and examine cases where students failed to understand their teachers’ comments due to their indirectness. While recognising the importance of mitigation strategies as a means of minimising the force of criticisms and enhancing effective teacher-student relationships, we also point out that such indirectness carries the very real potential for incomprehension and miscommunication.

"2001年に発表されたCommon European Framework of Reference for Languages(ヨーロッパ言語共通参照枠組み、以下CEFR)は、ヨーロッパだけでなく、日本や韓国などのアジア諸国において、教育に関わるあらゆる側面に影響を与えている。本稿は、その中でも「学習者自身による自己評価」に注目し、CEFRを始め、JF日本語教育スタンダードおよび国際通用韓国語教育標準モデルを参照するとともに、韓国語初級学習者向けの教科書『ソウルアカデミー韓国語1』の内容を反映し、試案「韓国語初級Can-do Statement」の構築に至った。
本研究は、「韓国語初級 Can-do Statement」に基づいた評価表を用いて、日本語母語話者の韓国語初級学習における学習者自身による自己評価の重要性を確認することを目的としたものである。そのために、日本語母語話者の韓国語初級学習者5名に自己評価を行ってもらうと同時にその学習者について教師に評価を行ってもらう研究調査を行った。調査終了後、フォローアップ・アンケートおよびインタビューを実施した。
研究調査のデータを分析した結果、(1)学習者の自己評価と教師の評価は、全く重なったわけではないが、かなり類似性が見られた、(2)学習者の自己評価は教師の評価を下回ることが多かった、(3)学習者は自己評価を行うことによって学習に積極的に取り組もうという意識を持つことが分かった、(4)インタビューからは、学習者自身の言語能力を客観化した指標に対する要望が出された、の4つが明らかになった。
以上の結果から、CDSを用いた学習者自身による自己評価が重要であることを以上の考察を通じて確認し得た。しかし、教師の評価と学習者の自己評価に加え、テストや試験のような客観的指標と学習者間相互評価を実施し、学習者の言語能力を総合的に示すこと、「やりたい度」における選択肢の記述文を、極端な2択ではなく、3択に変えることについて再検討が必要となることが分かった。
今後は、教師の客観的・主観的評価を始め、学習者相互評価、学習者の自己評価を通じて、学習者自身の総合的な達成度が把握できるモデル構築に取り組むことを目指す。 "

Creativity, a primary academic objective, is crucial in higher education, as economic, informational, societal and environmental advancements rely on people’s ability to innovate. Creativity is widely investigated in its individualistic form, yet there is a notable dearth in work that studies its collective dimension, from a learning perspective.
This study focuses on validating the psychometric properties of an existing instrument (ASCC), by measuring creative collaboration in blended learning settings. Two hundred and thirty six under and post-graduate students self-evaluated their creative collaboration experiences, using the ASCC instrument. The findings of exploratory factor analysis denote a three-factor (21-item) structure, measuring ‘Synergistic Social Collaboration’, ‘Distributed Creativity’, and ‘Time Regulation and Achievement’, with good internal consistency.
An instrument with valid psychometric properties for the assessment of creative collaboration is much-needed in the growing research and practitioners’ community. This is critical in the fields of Design, HCI and Engineering, that rely extensively on the creative collaboration (online and offline) of teams to develop innovative products that are suitable for real-world purposes.

The current study sought to investigate Hattie & Timperley’s Feedback Model implementation
in one of the UAE international schools. The model was presented as part of the Visible
Learning Programme, where feedback works on four levels: task, process, self-regulation, and
self. According to Hattie and Timperley, the learners have to answer three questions through
the learning journey: Where am I? How Am I going? Where to next? The study adopted the
deductive method to collect primary data from experienced teachers who practised Visible Learning for 2-3 years. Survey questionnaires included semi-structured questions to find the impact of applying the Model on provoking student self-regulation. The Model’s three questions supported learners to determine their place in the learning process and decide what they have to work on in the next step. The Model provided the teachers with an explicit feedback framework to offer opportunities for self-assessment and peer-assessment. Findings were
positive as the highest score indicated that students valued teacher feedback and learners’ response to peer-assessment was encouraging.

Using an historical approach the intention of this paper is to identify from the literature better practice in feedback. Assessment is an essential element in the learning cycle, and is central to an understanding of how learning outcomes are achieved. It is through their assessments that we come to know our students, if our teaching has been successful and plays a significant role in determining the students' success. However, unlike the teaching process, assessment does not have the same dialogic element that learning and teaching now has. While feedback is a key element in formative assessment, we do not know how our feedback is understood by the learner, or what meaning they make of it. What makes good feedback, and how do we ensure that learners can understand and act upon it? The current language of learning and teaching is underscored with the concept of student engagement with the curriculum. However, the language of assessment often remains in the realm of judgement and the way it is conveyed is clearly in the transmission model of teaching where rigidity, standards and rules stand in place of dialogue, flexibility and learner centeredness.

Our classrooms are more inclusive today and demand a focused lens of understanding individual student learning progress. The lens that teachers use magnifies their understanding of individual student needs, daily experiences, unique experiences and goals.

Despite attempts by higher education institutions to improve the quality of feedback on assessed work, dissatisfaction expressed by students remains visible.  This paper draws upon an on-going Higher Education Academy Collaborative Research Project on assessment feedback currently taking place within two large political science and international relations departments.  It offers a critical review of current feedback practices and processes, drawing from the results of coding of over 400 pieces of feedback at two institutions. This extensive analysis identifies key issues and themes that require attention if departments are to deliver more effective assessment feedback. The paper also reflects on the use of electronic feedback, comparing one department utilising electronic marking with the other, which still uses traditional hand-written feedback. Comparing the two modes of feedback delivery, the paper identifies whether there are any meaningful differences in the quality of feedback.

This article, based on an action research study performed at a Colombian middle-sized private university, proposes specific strategies to provide feedback to English as a foreign language learners and uses a Web 2.0 tool called screencasting. The findings of the study suggest that the use of coded, written, and oral feedback is widely accepted by students and yields positive results in the improvement of their writing skills at the paragraph level, and that the use of screencasting is a promising strategy that is motivational to students and increases the quality of their uptake.

Teachers and students make up the two major actors in classroom environment. How these two interact will largely determine the amount of learning produced. Of the many forms of teacher-student interaction, such as instruction, social interaction, and discipline, the research indicates that feedback is one of the strongest predictors of positive learning outcomes (Hattie, 2009). While research indicates that in order for feedback to be effective, it needs to be timely, appropriate to the students’ proficiency, and formative (Kluger & DeNisi, 1996), teachers’ awareness of that alone is not enough to ensure successful learning outcomes. In fact, regardless of the quality of feedback produced by one teacher, if students do not believe the feedback being delivered is beneficial to reaching their goals, its effectiveness will be greatly diminished. It is therefore necessary to overcome any form of cognitive dissonance between teacher and student about useful feedback before the learning process can begin. Determining what types of feedback students believe are important will allow teachers to address these beliefs and re-align them with what research has shown to be the most beneficial. This research aims at answering two questions: 1) What feedback do students deem relevant? 2) What forms of teacher feedback do they perceive in the classroom? After introducing the background for the research, the presentation will examine the data collected through interviews with students in their native language, the methodology used to gather such data and the results from this preliminary study. This research is based in the foreign language classroom setting of a private Japanese university. Given the limited number of classes available during one academic year, teachers and students who are in accordance in their beliefs will benefit from a powerful learning environment. Raising teacher and student awareness of classroom practices and beliefs will not only promote student motivation and learner autonomy, but also the creation of
this positive learning environment.

This article approaches the topic of improvement from a self-evaluation perspective, namely the interplay between the self-improvement motive and social or evaluative feedback. The self-improvement motive is reflected in conscious desire. It is also reflected in preferences for continuous upward feedback trajectories, upward comparison feedback, and feedback that may be self-threatening in the present but is likely to be useful in the future. The last type of feedback preference is stronger following a resource-bolstering experience (e.g. good mood, success feedback, selfaffirmation). Moreover, both direct and indirect activation of the self-improvement motive facilitates recall of improvement-oriented feedback. Such feedback is associated with increased satisfaction or positive affect, a pattern qualified by individual differences (e.g. self-esteem, self-theories). Finally, improvement-oriented feedback yields better performance, a pattern also qualified by individual differences (e.g. self-enhancement, self-appraisal) as well as feedback attributes (gradual vs. sudden). This territory-mapping review will hopefully prove useful to future theorizing and research.