The power of assessment feedback in teaching and learning: a narrative review and synthesis of the literature

2021 ◽  
Vol 1 (3) ◽  
Author(s):  
Michael Agyemang Adarkwah
Keyword(s):  
Teaching And Learning ◽  
Narrative Review ◽  
Assessment Feedback

Staff Reflections on Using E-Assessment Feedback in the Digital Age

2019 ◽  
pp. 386-414
Author(s):  
Akrum Helfaya ◽  
James O'Neill
Keyword(s):  
Teaching And Learning ◽  
Digital Age ◽  
Teaching Staff ◽  
Full Time ◽  
Structured Interviews ◽  
Teaching Business ◽  
Assessment Feedback ◽  
Effective Manner ◽  
New Generation ◽  
Business And Management

Assessment and feedback represent two of the key elements that affect students' learning. Using e-assessment with productive and instant e-feedback reduces the gap between current and preferred performance of the new generation of digital students. Action research methodology was used to investigate staff perception of using e-assessment feedback in the teaching and learning process. To achieve this aim, a survey was administered to 48 full-time academics to collect data about their perceptions of using e-assessment and/or e-feedback to assess their students' performance. And then seven semi-structured interviews were conducted with the staff. Findings from staff survey and interviews show that the teaching staff is generally in agreement with the use of and benefits of e-assessment and/or e-feedback in teaching business and management modules. Using technology, therefore, can provide an avenue for innovative assessment and prompt feedback methods that meet the needs of the digital students in the digital age in an efficient and effective manner.

Integrating Assessment, Feedback, and Learning Analytics in Educational Games

2019 ◽  
pp. 127-169
Author(s):  
Yaëlle Chaudy ◽  
Thomas M. Connolly
Keyword(s):  
Learning Process ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Educational Games ◽  
Assessment Process ◽  
Crucial Aspect ◽  
Assessment Feedback ◽  
Black Boxes ◽  
Literature Reviews

Assessment is a crucial aspect of any teaching and learning process. New tools such as educational games offer promising advantages: they can personalize feedback to students and save educators time by automating the assessment process. However, while many teachers agree that educational games increase motivation, learning, and retention, few are ready to fully trust them as an assessment tool. A likely reason behind this lack of trust is that educational games are distributed as black boxes, unmodifiable by educators and not providing enough insight about the gameplay. This chapter presents three systematic literature reviews looking into the integration of assessment, feedback, and learning analytics in educational games. It then proposes a framework and present a fully developed engine. The engine is used by both developers and educators. Designed to separate game and assessment, it allows teachers to modify the assessment after distribution and visualize gameplay data via a learning analytics dashboard.

Integrating Assessment, Feedback, and Learning Analytics in Educational Games

2022 ◽  
pp. 1803-1846
Author(s):  
Yaëlle Chaudy ◽  
Thomas M. Connolly
Keyword(s):  
Learning Process ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Educational Games ◽  
Assessment Process ◽  
Crucial Aspect ◽  
Assessment Feedback ◽  
Black Boxes ◽  
Literature Reviews

Assessment is a crucial aspect of any teaching and learning process. New tools such as educational games offer promising advantages: they can personalize feedback to students and save educators time by automating the assessment process. However, while many teachers agree that educational games increase motivation, learning, and retention, few are ready to fully trust them as an assessment tool. A likely reason behind this lack of trust is that educational games are distributed as black boxes, unmodifiable by educators and not providing enough insight about the gameplay. This chapter presents three systematic literature reviews looking into the integration of assessment, feedback, and learning analytics in educational games. It then proposes a framework and present a fully developed engine. The engine is used by both developers and educators. Designed to separate game and assessment, it allows teachers to modify the assessment after distribution and visualize gameplay data via a learning analytics dashboard.

scholarly journals Clinical teachers’ motivations for feedback provision in busy emergency departments: a multicentre qualitative study

2020 ◽  
pp. emermed-2019-208908
Author(s):  
Chung-Hsien Chaou ◽  
Shiuan-Ruey Yu ◽  
Roy Yi Ling Ngerng ◽  
Lynn Valerie Monrouxe ◽  
Li-Chun Chang ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Emergency Departments ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Structured Interview ◽  
Clinical Settings ◽  
Clinical Teachers ◽  
Protected Time ◽  
Assessment Feedback ◽  
Clinical Feedback

BackgroundFeedback is an effective pedagogical tool in clinical teaching and learning, but the actual perception by learners of clinical feedback is often described as unsatisfactory. Unlike assessment feedback or teaching sessions, which often happen within protected time and space, clinical feedback is influenced by numerous clinical factors. Little is known about clinical teachers’ motivations to provide feedback in busy clinical settings. We aimed to investigate the motivations behind feedback being given in emergency departments (EDs).MethodsA qualitative analysis of semi-structured interview data was conducted between August 2015 and June 2016. Eighteen attending physicians were purposively sampled from three teaching hospital EDs in Taiwan. Data were thematically analysed, both inductively (from the data) and deductively (using self-determination theory (SDT)). Themes were mapped to the different motivation types identified by the SDT.Results and discussionDespite working in busy clinical settings, Taiwanese ED clinical teachers reported being motivated to provide feedback when they felt responsible for their learners, when they understood the importance of feedback (patient safety and partner building), or simply because they were committed to following a tradition of passing on their clinical knowledge to their juniors. Suggestions to facilitate the internalisation of external motivations are proposed.ConclusionsIn this qualitative study, motivations for clinical feedback were identified. Although the motivations are mostly extrinsic, the elicitation of internal motivation is possible once true satisfaction is fostered during the feedback-giving process. This understanding can be used to develop interventions to enable clinical feedback to be provided in a sustained manner.

scholarly journals impact of adopting of assessment for learning and adaptive learning system on students’ foreign language performance

2021 ◽  
Vol 7 (1) ◽  
pp. 221-228
Author(s):  
Alhassan Tijani Forgor
Keyword(s):  
Foreign Language ◽  
Effective Teaching ◽  
Adaptive Learning ◽  
Teaching And Learning ◽  
Learning System ◽  
Course Content ◽  
Assessment Feedback ◽  
Teaching Learning ◽  
Effective Teaching And Learning ◽  
Frequent Assessment

Globalisation has made the learning of foreign language very important, however, to provide effective teaching and learning of foreign languages to achieve better performance (anticipated targets) is necessary to understand the factors influencing teaching, learning, and attainment of learning targets of students. Based on factors such as knowing of course content, knowing of assessment schedule, frequent assessment, feedback after assessment, the adoption of adaptive learning system, and individualized learning environment the paper examines their impact on effective teaching and learning as well as better performance of learners at RUDN University. Using sum of squares regression model, it was found that knowing of course content and frequent assessment positively influence effective teaching and learning, while frequent assessment, feedback after assessment, and an individualised learning environment promote better performance of students by helping attain anticipated targets during their foreign language course. This is instructive to stakeholders to take the necessary steps required to help enhance teaching, learning and performance of learners.        

Reflections on the Gordon Commission

2014 ◽  
Vol 116 (11) ◽  
pp. 1-6
Author(s):  
Edward Haertel
Keyword(s):  
Research Design ◽  
Teaching And Learning ◽  
Educational Assessment ◽  
Point Of View ◽  
Narrative Review ◽  
Special Issue ◽  
Teachers College ◽  
Testing Practices ◽  
New Vision ◽  
Forward Looking

Background This brief reflection on the work of the Gordon Commission calls out significant themes and implications found in the various papers authored by the commissioners and other scholars, especially those included in this special issue of Teachers College Record. Purpose The forward-looking vision of the Gordon Commission is contrasted with contemporary teaching and testing practices to highlight implications for new assessment purposes and methods. It is argued that a new vision of assessment is inseparable from a new vision of teaching and learning. To realize this new vision, some current practices, especially uses of testing to sort and select students and to rank teachers and schools, will need to be greatly attenuated or even abandoned. Research Design This is a narrative review expressing the author's own point of view. No empirical findings are cited. Conclusions A conservative reading of the Gordon Commission's work might suggest that educational assessment tomorrow should function much as it does today, only better. A closer reading, however, suggests a more radical view. Assessment FOR education must break free from the constraints of standardization and consequential comparison.

scholarly journals Teaching and Learning Core Values in General Practice/Family Medicine: A Narrative Review

2021 ◽  
Vol 8 ◽  
Author(s):  
Nele R. M. Michels ◽  
Roar Maagaard ◽  
Igor Švab ◽  
Nynke Scherpbier
Keyword(s):  
Health Care ◽  
General Practice ◽  
Family Medicine ◽  
Role Models ◽  
Teaching And Learning ◽  
Core Values ◽  
Narrative Review ◽  
Training Methods ◽  
Essential Condition ◽  
And Training

General Practice/Family Medicine (GP/FM) is a key discipline within primary health care and so by extension for the whole health care system. An essential condition for effective GP/FM care is a work force that is highly qualified. As society is changing rapidly, a revision of the GP/FM definition is ongoing, in addition to a recent movement of identifying related core values. In this paper, we want to give an overview on how these new paths and perspectives are currently reflected in GP/FM teaching and training. We selected four core values that fit in with possible future visions: person-centered care, continuity of care, cooperation in care, and community-oriented care. By a narrative review, we observed that GP/FM education toward core values is often built around overarching topics. Teaching and learning take place in specific contexts, most of all through placements within communities, primary care settings, or hospital wards. Mixed teaching- and training methods are used combining knowledge, skills, and attitude. Furthermore, collaboration with other health professionals and peers is stressed, in addition to the importance of role models, a holistic focus and the involvement of patients. Since these core values are important within GP/FM and rather few studies on the educational aspects and learning tools were found we advocate encouraging each other more to share good practices, certainly the innovative ones specifically related to GP/FM.

Strategies to Remove Barriers and Increase Motivation to Use the Tablet PC in Formative Assessment

2015 ◽  
Vol 4 (3) ◽  
pp. 44-55
Author(s):  
Antony Dekkers ◽  
Prue Howard ◽  
Nadine Adams ◽  
Fae Martin
Keyword(s):  
Formative Assessment ◽  
Learning Process ◽  
Teaching And Learning ◽  
Student Understanding ◽  
Tablet Pc ◽  
Mathematics Courses ◽  
Course Content ◽  
Tablet Pcs ◽  
Assessment Feedback ◽  
Barriers And Motivators

This paper investigates how engineering academics can be encouraged to integrate the use of the Tablet PC to improve student understanding of course content through formative assessment feedback. In particular, it looks at the barriers and motivators for using the Tablet PC. Based on the results obtained from studies conducted on the utilisation of Tablet PCs in preparatory mathematics courses, incorporation of the technology into engineering undergraduate courses would appear to benefit students. The Tablet PC is both an innovative and adaptive form of technology which is able to support the teaching and learning process. Through the recognition of the observed positives and negatives of Tablet PC application in other courses strategies will be implemented that remove the recognised barriers and provide benefits thus encouraging engineering academics to use the Tablet PC to provide feedback on formative assessment.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

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