Providing Useful Feedback

"I read their books and grasped this…" David Constantine

Critcal Essay, 2020

The article entitled "ZPD and the Benefits of Written Feedback in L2 Writing: Focusing on Students' Perceptions" is a great journal published by Mam Rahma Fithriani as a Lecturer of State Islamic of North Sumatera. This Journal published in international journal in 2019. This journal mostly discuss about the review of students' perceptions of the benefits of written feedback and the relevance of the Vygotsky's concept and written feedback in second language writing. The article is extremely informative and useful for the readers to improve their writing quality. In addition, some studies only focus on benefits, benefits for researchers only, but the author is more focused on "What benefits of written feedback do students perceive in second language writing?". The findings of this study show that input plays an important role for students as the idea of obtaining information from individuals with different skills and backgrounds increases students quality and writing skills substantially, facilitates individuality for students and encourages critical thinking. The main point of the paper is the ZPD conception of Vygotsky's in learning Written feedback activity that offers student benefits. The significance of Vygotsky's concept is a leaner can enhance his potential abilities in both mind and ability by using advice to understand and develop the way people think, who can affect their learners positively by imitating and observing how others believe and learn more. In addition, this article explores how students receive feedback, where the author's goal is to investigate the influence of feedback on student perceptions. The findings of this article indicate that the students learn greater and more imperative psychological roles within the ZPD through written feedback

Studies in Educational Evaluation, 2020

Beginning with two important meta-analyses by Hattie and Timperley (2007) and Shute (2008), the relationship between teacher feedback and student self-perception has received more attention. One way students enact a self-perception is by reflectively writing about their participation within a particular field of study. The current review analyzes how teacher feedback facilitates and supports the formation of self-perception made visible in students' reflective writing. The following electronic databases were searched up to February 2018: CINAHL, Academic Search Complete, PsycINFO, ERIC, ProQuest Dissertations and Theses, and Google Scholar. Five themes in total were constructed. These themes indicate contexts when feedback might lead to students reflecting through writing on a self-perception. Features of feedback that most likely promote this kind of reflection can be described as: content situated, dialogic, and empathic. As a secondary category of themes, feedback should position students as: fluid and/or vulnerable. To express the relationship between writing and identity, Butler's (2013) explanation comes to mind: "We do things to language," such as write an academic essay or a reflection, "but language is also a thing

College Composition and Communication, 1992

Networks, 2008

This feature starts with the observation that current research into university assessment feedback has a tendency to conclude that students want 'more feedback' but in general, don't know what to do with it. Likewise, related research notes the mismatch of expectations between tutors' and students' perceptions of the purposes of feedback. Drawing on findings from a project at the University of the West of England, this article discusses students' expectations and experiences of feedback: what do students expect feedback is going to be like? How do they prepare for it, and does it match those expectations? And what do they do with it, once tutors have handed it back? In considering these findings, the feature will argue that 'more feedback' is both problematic and too simplistic as a solution. Instead, we need to reconsider conventional systems of assessment in Arts and Humanities. Tutors need to become facilitators of the learning process rather than gatekeepers of knowledge, and students need more encouragement to reflect on their own learning journeys. Main text: This article reports on research into Humanities students' attitudes to feedback, specifically, summative, written feedback from tutors on students' essays. Currently, in our faculty essays are routinely handed back within a three week marking period, in a seminar, with a covering feedback sheet on which the student receives a grade and two short paragraphs stating what the student has done well, and how the student could improve. In our faculty, we were aware that whilst students routinely said they wanted 'more feedback', in practice, a significant number of students did not pick up their essays at all. Through questionnaires and interviews, we investigated what students expected from feedback, what uses if any they made of it, and what 'feedback' meant to them, in order to establish what were the key factors in the processes of feedback exchange which needed addressing by the institution. In presenting our key findings here we echo Blair's observation in the first issue of Networks that students' interpretations and understanding of feedback (whether formative or summative) are not always shared by their tutor, and consider what might be learned in comparing her findings of students' experiences of verbal, formative feedback with our own research on written, summative feedback. Our discursive analysis of interview transcripts suggests three dominant themes of talk concerning students' perceptions of how this feedback exchange itself could be improved. These are: the content of written feedback, the feedback exchange when essays are handed back, and one-to-one tutorials. The content of written feedback: Students' critical comments concerning the feedback content are exemplified below: Sometimes you get a vague handwritten comment like 'expand on this'-well what does that mean, if I knew I would have done! Identifying the problems isn't the same as helping you solve them.

Assessment and Evaluation in Higher Education, 2017

Feedback plays an integral role in students' learning and development, as it is often the only personal communication that students have with tutors or lecturers about their own work.

ELT Journal, 1990

Many teachers find marking a tedious and unrewarding chore.

Journal of Basic Writing, 2008

York, where she serves as coordinator of the ESL program. Her current research focuses on feedback to student writing and the use of literature in L2 and developmental college writing courses. She is also interested in ethnographic studies and is presently collaborating on a research project to collect oral histories of African college students and analyze the effects of immigration on their identities.

Saitama University Review, 1995

2021

Eliana Donaio Ruiz is the author of the book "How to correct essays in school: An Interactive-Textual Proposal"1, whose first edition was published in 2001. It is a pioneering book in Brazil regarding school texts feedback, being an almost mandatory reference both for researchers that approach feedback as an object of study and for teachers interested in understanding and perfecting their feedback practice.