scholarly journals Grades versus comments: Research on student feedback

2019 ◽  
Vol 101 (3) ◽  
pp. 42-47
Author(s):  
Thomas R. Guskey
Keyword(s):  
Student Learning ◽  
School Leaders ◽  
Student Feedback ◽  
Effective Feedback ◽  
Clear Cut ◽  
The 1950S

Opinions about whether comments, grades, or both are the most effective forms of feedback vary widely among teachers, school leaders, and even grading and assessment consultants. Thomas Guskey maintains that the truth is not as clear-cut as some suggest. He reviews the research, going back to the 1950s, to better understand when certain types of feedback are most useful. He concludes that grades and comments are not, in and of themselves, beneficial to student learning. Effective feedback, whether in the form of grades or comments, must give students a sense of where they are and what they need to do to improve.

scholarly journals ‘Incentivised reading’- Using an online VLE to measure engagement and attainment in student learning.

2017 ◽  
Vol 5 (11) ◽  
pp. 74-86
Author(s):  
Louise Helen Beard
Keyword(s):  
Student Engagement ◽  
Student Learning ◽  
Student Motivation ◽  
Student Feedback ◽  
Online Assessment ◽  
Teaching Resources ◽  
Qualitative Feedback ◽  
Online Assignments ◽  
High Engagement ◽  
Study Student

Virtual Learning Environments (VLEs) can be used as a resource repository but also as an environment to encourage independent student learning. Customised online assignments that can be assembled by the lecturer can be found in teaching resources such as Mastering Biology, developed by Pearson Publishers. In this study, student engagement in both summative and formative assignments was measured, and student attainment and qualitative feedback on the use of Mastering Biology was collected.During the period 2010-2017, the online VLE Mastering Biology was used to create online summative assignments and promoted to the students as ‘incentivized reading.'The results showed high student engagement in summative online assessment (94±3.2%) but lower engagement in formative online assessment (34±10.9%) and DSM assessment (36±3.5%) across all years. Student attainment increased after the introduction of Mastering Biology, in coursework (+13.2%), exams (+12.5%) and total module scores (+10.6%). Importantly, student feedback was also very positive about the implementation of Mastering Biology.This study suggests that students display high engagement with the summative online assessment. Lower engagement in formative assessment could be due to differences in student motivation. Lack of engagement in this assessment could be used to identify disengaged students and intervention and extra support could be given.

scholarly journals Closing the communications loop on the computerized peer-assessment of essays

2003 ◽  
Vol 11 (1) ◽  
Author(s):  
Phil Davies
Keyword(s):  
Student Learning ◽  
Reflective Practice ◽  
Iterative Process ◽  
Peer Assessment ◽  
Assessment System ◽  
Student Feedback ◽  
Assessment Process ◽  
Use Of Self ◽  
Computerized Assessment ◽  
Computer Mediated

The use of self- and peer-assessment is not new to higher education. Traditionally its use has required the complex and time-consuming management of coursework submissions by the tutor, in an attempt to maintain validity and anonymity of the assessment process. In the last few years a number of computerized systems have been developed that are capable of automatically supporting, managing and performing the assessment process. The requirement for student anonymity and the release of the tutor from the process of marking have reduced the ability to develop the iterative process of feedback. This feedback is considered essential in supporting student learning and developing reflective practice. This paper describes the enhancement of a computerized assessment system to support anonymous computer-mediated discussion between marker and marked having previously performed peer-assessment. A detailed description is provided of the integrated assessment process, and an analysis of the use of this anonymous discussion is presented. Anonymous student feedback is presented and analyzed with respect to the perceived benefits of using the system with respect to enhancing the student learning process.DOI:10.1080/0968776030110105

From Pixels to Picture

2021 ◽  
pp. 1-24
Author(s):  
Erich Sneller
Keyword(s):  
Professional Development ◽  
Academic Achievement ◽  
Decision Making ◽  
Prosocial Behavior ◽  
Student Learning ◽  
Well Being ◽  
Student Feedback ◽  
Personal Health ◽  
Teachers Professional Development ◽  
Immense Potential

This chapter addresses a framework and the associated methods by which curious teachers can grow their leadership in their classrooms, schools, and communities. In particular, attention to teachers' professional development in the following areas are examined: teacher-generated student goals, clarity of student learning, soliciting student feedback, and well-being practices for teachers. When these areas are at the center of a teacher and a school's decision-making process, students' academic achievement, personal health, and prosocial behavior have immense potential to improve.

Personal indices in the verbal system of the Jewish Neo-Aramaic dialect of Zakho

2019 ◽  
Vol 14 (2) ◽  
pp. 189-208
Author(s):  
Ariel Gutman
Keyword(s):  
Native Speakers ◽  
Verbal System ◽  
Northern Iraq ◽  
Clear Cut ◽  
North Eastern ◽  
Hebrew University ◽  
The 1950S

Abstract The Jewish Neo-Aramaic Dialect of Zakho is a highly endangered dialect of North-Eastern Neo-Aramaic which was spoken by the Jews of Zakho (northern-Iraq) up to the 1950s, when virtually all of them left Iraq for Israel. Thanks to documentation efforts which started in the ’40s at the Hebrew University of Jerusalem, as well as the interest of native speakers, we possess a rich textual documentation of this dialect today (Cohen, 2012; Y. Sabar, 2002; Avinery, 1988). These resources, together with recently conducted fieldwork, are used in order to analyze the linguistic status of the verbal personal indices in this dialect, following the concepts presented by Bresnan & Mchombo (1987) as well as Corbett (2003). For each person marker, its status as a pronominal affix or as an agreement marker is established. The synchronic situation is compared with the known historic situation in older strata of Aramaic, such as Classical Syriac. The resulting analysis shows that the same apparent person marker may behave differently in different syntactic environments. Another conclusion is that there is no clear-cut dichotomy between pronominal affixes and agreement markers, as transitional cases exist.

scholarly journals Influence of Teacher Performance on Learning Achievement in Public Secondary Schools in Kisii County, Kenya

2018 ◽  
Vol 10 (2) ◽  
pp. 21
Author(s):  
Gilbert Morara Nyakundi
Keyword(s):  
Secondary Schools ◽  
Student Learning ◽  
Performance Management ◽  
Performance Appraisal ◽  
Quantitative Research ◽  
Teacher Performance ◽  
Student Feedback ◽  
Analysis Model ◽  
Learning Achievement ◽  
The Relationship

AbstractExtant literature suggests that regular appraisal of teachers lead to progress in student learning achievement. However, the influence of teacher performance on achievement is not well documented hence the need for this study whose objectives were to (1) determine the relationship between teacher appraisal ratings and student learning achievement, (2) establish the relationship between student feedback ratings and learning achievement and (3) determine the influence of teacher performance on student learning achievement. Based on Locke’s goal-setting and Vrooms’ expectancy theories this study adopted explanatory sequential mixed methods design with population of 50,379 comprising 333 principals, 3,426 teachers and 46,620 students and a stratified sample of 397. Questionnaire reliability was .779 and .783 for teachers and students respectively. Quantitative research findings for the first and second objectives yielded Pearson’s Correlation Coefficient r (27) = -.008, p=.484 (performance appraisal ratings) and r (27) = -.085, p=.331 (student feedback ratings) showing that appraisal ratings and student feedback ratings were not significantly related to learning achievement since p-values obtained were more than the critical alpha (α) set at .05 level of significance. For the third objective, the regression analysis model constructed to test the influence of teacher performance on learning achievement yielded Persons’ R=.085 indicating a weak positive relationship between the two variables. The R-Squared (R²) computed yielded a value of .007, suggesting that teacher performance explained .7% of student learning achievement. Qualitative findings confirmed that performance appraisal contributed minimally to student achievement due to weaknesses of the appraisal policy, low teacher motivation, student characteristics, principal’s characteristics and home background factors. It is thus recommended that Teachers Service Commission should consider expanding performance appraisal for teachers in secondary schools. In addition, all stakeholders should participate in capacity building programmes to strengthen the performance management process. Finally, further research to develop a performance management model for schools is essential.

scholarly journals Insect World: Game-Based Learning as a Strategy for Teaching Entomology

2020 ◽  
Vol 82 (4) ◽  
pp. 210-215
Author(s):  
Lírio Cosme ◽  
Leonardo M. Turchen ◽  
Raul Narciso C. Guedes
Keyword(s):  
Student Learning ◽  
Emotional Reactions ◽  
Traditional Classroom ◽  
Student Feedback ◽  
Personal Perspective ◽  
Game Based Learning ◽  
Teaching Mode ◽  
Initial Information ◽  
Functional Perspective ◽  
Job Candidates

The use of game activities is spreading in diverse contexts, including stimulating teamwork and creativity, selecting job candidates, and as a teaching aid. Games are recognized as promoting interaction and engagement among children through an abstract challenge, which often results in emotional reactions. We investigated whether a game-based activity is useful as a tool for teaching entomology, as assessed on the basis of the learning achieved and the feedback provided by students. Student feedback was positive regarding card content, the rules manual, game-play design, and game use (the functional perspective). Likewise, the students also considered the game a fun activity, fast and competitive, and even challenging (the personal perspective). Some difficulties were indicated, such as the amount of initial information required to play. Nonetheless, the game increased student learning, demonstrating its usefulness as a didactic activity in the classroom. In addition to encouraging creativity and healthy competition among students, the game represents an integrative and dynamic teaching mode that is different from traditional classroom methods.

“What They Had between Their Legs Was a Form of Cash”

2020 ◽  
Vol 46 (1) ◽  
pp. 62-78
Author(s):  
Alessio Ponzio
Keyword(s):  
Young Men ◽  
Italian Society ◽  
Male Youth ◽  
Clear Cut ◽  
Medical Institutions ◽  
The Media ◽  
The 1950S ◽  
Mass Circulation ◽  
Queer Spaces ◽  
Bear Witness

This article, showing how ubiquitous male youth prostitution was in 1950s Italy, exposes the pederastic and (homo)sexual vivacity of this decade. Moreover, this article also suggests that even if police, the media, and medical institutions were trying to crystallize a rigid chasm between homo- and heterosexuality, there were still forces in Italian society that resisted such strict categorization. The young hustlers described by contemporary observers bear witness to the sexual flexibility of the 1950s in Italy. These youths inhabited queer spaces lacking a clear-cut hetero–homo divide, spaces where “modern” sexological categories and identities had not yet entered. Prior to the mass circulation of rigid sexual labels, it was still possible for many Italian boys, youths, and young men to dwell in liminal queer spaces. The exchange of money purified their acts, guaranteed their maleness, and effaced potential stigmatization.

The Eisenhower Administration and the Desegregation of Washington, D.C.

1991 ◽  
Vol 3 (1) ◽  
pp. 24-41 ◽  
Author(s):  
Michael S. Mayer
Keyword(s):  
Civil Rights ◽  
Republican Party ◽  
Eisenhower Administration ◽  
The Political ◽  
Clear Cut ◽  
Political Dynamics ◽  
Liberal Democrats ◽  
The 1950S ◽  
Black Equality ◽  
Liberal Bias

Liberal historians have traditionally played down or neglected the achievements of the Eisenhower administration in the area of civil rights. At the same time, they have overstated the contributions of liberal Democrats and understated the role congressional Democrats played in obstructing civil rights in the 1950s. The liberal bias of most historians has led to a distorted picture of the political dynamics affecting the struggle for black equality. The fact is that the Democrats, as a party, were not so liberal in the 1950s as they have often been portrayed, and the Republican party was not so conservative. The positions of the parties in fact were not so clear-cut as they became in the next decade. Neither party forcefully and openly advocated full equality for blacks; both reflected the dominant racism of white society. Granting that, however, the Eisenhower administration was not the obstructionist barrier to civil rights that historians have often portrayed.

scholarly journals A Multimedia-Rich Platform to Enhance Student Engagement and Learning in an Online Environment

2013 ◽  
Vol 17 (4) ◽  
Author(s):  
T. Scott Bledsoe
Keyword(s):  
Student Engagement ◽  
Student Learning ◽  
Research Methodology ◽  
Course Design ◽  
Student Feedback ◽  
Effective Practices ◽  
Online Course ◽  
Online Environment ◽  
Important Research ◽  
Psychology Class

Utilizing multimedia tools such as videos and audio clips can be an effective way to promote student learning and engagement in online settings. This study explores the implementation of a photo-rich comprehensive counseling center environment through which students of a semester-long online graduate psychology class learned about important research methodology concepts. Student feedback is provided along with implications for student learning in future online course endeavors. This multimedia course design was the recipient of the 2013 Sloan-C Effective Practices Award.

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