scholarly journals Supporting student and teacher feedback literacy: an instructional model for student feedback processes

2021 ◽  
pp. 1-15
Author(s):  
Renske A. M. de Kleijn
Keyword(s):  
Student Feedback ◽  
Teacher Feedback ◽  
Instructional Model

scholarly journals Teacher Feedback Practices, Student Feedback Motivation, and Feedback Behavior: How Are They Associated With Learning Outcomes?

2021 ◽  
Vol 12 ◽  
Author(s):  
Zhengdong Gan ◽  
Zhujun An ◽  
Fulan Liu
Keyword(s):  
Learning Outcomes ◽  
Structural Equation ◽  
Student Feedback ◽  
Course Satisfaction ◽  
Teacher Feedback ◽  
Equation Modeling ◽  
English Studies ◽  
Dynamic Relationships ◽  
Performance Results ◽  
And Behavior

In spite of much recent theorizing about teacher provision of feedback, relatively fewer studies look at the dynamic relationships between teacher feedback practices, student feedback experience, and their learning outcomes in higher education settings. To fill this gap, this study looked at 308 university students' perceived teacher feedback practices and their feedback experiences in an English Studies course context at a key and non-key university, and explored how teacher feedback, student feedback motivation and feedback behavior were associated with students' course satisfaction and course exam performance. Results showed that students from the key university reported a higher level of teacher feedback use as well as student feedback motivation and behavior. Structural equation modeling (SEM) suggested that in the case of the non-key university, student feedback behavior significantly predicted course satisfaction and course exam results; teacher feedback also indirectly influenced course satisfaction and course exam results. In the case of the key university, while teacher feedback and student feedback behavior each had significant influence on course satisfaction, student feedback behavior showed no direct significant effect on course exam results, and teacher feedback also showed no significant indirect influence on course exam results.

scholarly journals What Can We Learn from Research on Multisource Feedback in Organizations?

2021 ◽  
pp. 221-236
Author(s):  
John W. Fleenor
Keyword(s):  
Empirical Research ◽  
Reliability And Validity ◽  
Multisource Feedback ◽  
Student Feedback ◽  
Teacher Feedback ◽  
Current State ◽  
Key Topics ◽  
Research Recommendations

AbstractThis chapter provides a review of the current state of empirical research on the use of multisource feedback (MSF) in organizations (e.g., Church et al., 2019). The review covers key topics on the research and application of MSF for developing leaders in organizations. The focus of the chapter is on how research on MSF can be applied to the implementation of student feedback to teachers in schools. Based on this research, recommendations are offered for successfully executing student feedback in schools. Topics include: (a) characteristics of effective MSF, (b) how to implement an MSF process in an organization, (c) factors that affect the reliability and validity of MSF, (d) a discussion of agreement between self-ratings and the ratings of others, (e) how to facilitate feedback to leaders, and (f) reasons why MFS processes may fail in organizations. Finally, the transferability of these findings to student-to-teacher feedback in schools is discussed.

The APSTRAT instructional model.

1971 ◽  
Author(s):  
Kenneth Weingarten ◽  
Jacklyn Hungerland ◽  
Mark Brennan ◽  
Brent Allred
Keyword(s):  
Instructional Model

An Instructional Model Using English Motivational Self System

2012 ◽  
Author(s):  
Pacharin Outhaichute ◽  
Sarintip Raksasataya
Keyword(s):  
Instructional Model ◽  
Self System

EDUCATIONAL CHALLENGES AS ACTIVITY MOTIVATORS

2019 ◽  
pp. 2-7
Author(s):  
N. V. Brendina
Keyword(s):  
Student Feedback ◽  
Mobile Technologies ◽  
Educational Challenges ◽  
Cognitive Motivation

The article describes modern motivational schemes aimed at the initiation, formation and development of learning and cognitive motivation of students. The schemes were developed using elements of gamification based on mobile technologies, which made it possible to increase the overall involvement of students in the search for solutions to the problems posed. The didactic potential of the games-сhallenges is considered. The structure of the challenge "Explanation", and stages of a QR-quest are presented. The model is concretized by educational products and student feedback, successfully tested.

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