The Effects Of Different Evaluative Feedback On Student S Self Efficacy In Learning
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The Effects Of Different Evaluative Feedback On Student S Self Efficacy In Learning
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Author : Song'en Chen
language : en
Publisher: Open Dissertation Press
Release Date : 2017-01-27
The Effects Of Different Evaluative Feedback On Student S Self Efficacy In Learning written by Song'en Chen and has been published by Open Dissertation Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-01-27 with categories.
This dissertation, "The Effects of Different Evaluative Feedback on Student's Self-efficacy in Learning" by Song'en, Chen, 陳頌恩, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: 2 Abstract for thesis entitled "The Effects of Different Evaluative Feedback on Student's Self-Efficacy in Learning" Submitted by Chan Chung Yan, Joanne for the degree of Doctor of Philosophy at The University of Hong Kong in June 2006 Self-efficacy is an individual's perceived capability to perform a specific task. In Bandura's self-efficacy theory, four sources of self-efficacy have been identified including enactive mastery experience, vicarious experience, social persuasion, physiological and affective states. In educational settings, students' self-efficacy is a key component that enables academic success and teachers play an important role in shaping students' self-efficacy. Through their evaluative feedback, teachers define mastery experience and provide social feedback to students. The main goal of this research is to shed light on how teachers can shape students' self-efficacy in vocabulary acquisition through the evaluative feedback they provide. The selection of evaluative feedback is based on the common practices employed by teachers, including summative feedback, formative feedback, norm-referenced feedback, and self-referenced feedback. The choice of vocabulary acquisition task as the target of investigation serves a practical purpose as vocabulary building is one of the fundamentals of language acquisition and a prerequisite for academic achievement. Having a strong command of vocabulary can enhance students' capabilities in both reading and writing. To maximize internal and external validities, this research used controlled experiments within real classroom settings. The 3 current research comprises of two studies that compared effects of four types of evaluative feedback on students' vocabulary acquisition self-efficacy. In Study 1, a random sample of Grade 8 students (N=79) received training and tests on using prefixes. The results of the tests were designed to induce a failure situation. Every student then received either formative or summative feedback. Students were asked to fill out two questionnaires with regard to self-efficacy. The results showed that summative feedback was more harmful to students' self-efficacy than formative feedback. The implication is that the difference in evaluative feedback had an impact on students' perception of their self-efficacy even though both groups of students evaluated both the quality of instruction and the learning environment as the same, and also encountered the same academic setback in terms of the number of correct answers they got. In Study 2, a random sample of Grade 7 students (N=77) went through similar procedures as in Study 1 except that students received either self-referenced or norm-referenced feedback. The results showed that while students in the self-referenced feedback condition experienced an overall increase in self-efficacy, those in the norm-referenced feedback condition showed a decrease. The implication is that self-referenced feedback was more beneficial to students' self-efficacy than norm-referenced feedback. Implications for efforts to revise the assessment system are discussed. The outcome of this research can provide educators and teachers with information on how to structure academic contexts that would be beneficial to students' self-efficacy, which in turn will enhance their learning motivation and achievement outcomes. (439 words) DOI: 10.5353/th_b3709991 Subjects:
The Effects Of Different Evaluative Feedback On Student S Self Efficacy In Learning
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Author : Chung-yan Chan (Joanne)
language : en
Publisher:
Release Date : 2006
The Effects Of Different Evaluative Feedback On Student S Self Efficacy In Learning written by Chung-yan Chan (Joanne) and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2006 with Feedback (Psychology) categories.
Student Feedback On Teaching In Schools
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Author : Wolfram Rollett
language : en
Publisher: Springer Nature
Release Date : 2021-08-12
Student Feedback On Teaching In Schools written by Wolfram Rollett and has been published by Springer Nature this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021-08-12 with Education categories.
This open access book provides a comprehensive and informative overview of the current state of research about student perceptions of and student feedback on teaching. After presentation of a new student feedback process model, evidence concerning the validity and reliability of student perceptions of teaching quality is discussed. This is followed by an overview of empirical research on the effects of student feedback on teachers and instruction in different contexts, as well as on factors promoting the successful implementation of feedback in schools. In summary, the findings emphasize that student perceptions of teaching quality can be a valid and reliable source of feedback for teachers. The effectiveness of student feedback on teaching is significantly related to its use in formative settings and to a positive feedback culture within schools. In addition, it is argued that the effectiveness of student feedback depends very much on the support for teachers when making use of the feedback. As this literature review impressively documents, teachers in their work - and ultimately students in their learning - can benefit substantially from student feedback on teaching in schools. “This book reviews what we know about student feedback to teachers. It is detailed and it is a pleasure to read. To have these chapters in one place – and from those most up to date with the research literature and doing the research - is a gift.” John Hattie
Student Self Assessment As A Process For Learning
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Author : Zi Yan
language : en
Publisher: Taylor & Francis
Release Date : 2022-08-08
Student Self Assessment As A Process For Learning written by Zi Yan and has been published by Taylor & Francis this book supported file pdf, txt, epub, kindle and other format this book has been release on 2022-08-08 with Education categories.
Covering both higher education and school education, this book contributes to the field of assessment by providing a systematic account of student self-assessment based on a consistent conceptualisation. Yan advocates viewing self-assessment as an active and reflective process and using it as a learning strategy rather than an assessment method. He builds on a newly-developed self-assessment model adopting a process perspective and synthesises a series of interrelated empirical investigations into the whole "chain" of student self-assessment research. The research encompassed in the volume spans from self-assessment practices and measurement, through predictors of self-assessment, its interweaved relationship with self-regulated learning and feedback literacy, impact on student learning outcomes, to designing sustainable self-assessment interventions. The empirical evidence is from a wide range of current scholarship to ensure that the principles and implications conveyed are applicable internationally. Policymakers, students and scholars in educational assessment, educational psychology, and teaching and instruction will find the theoretical explorations and empirical investigations contained within useful, to show how student self-assessment could be better conceptualised, researched, and practised.
How To Give Effective Feedback To Your Students
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Author : Susan M. Brookhart
language : en
Publisher: ASCD
Release Date : 2008
How To Give Effective Feedback To Your Students written by Susan M. Brookhart and has been published by ASCD this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008 with Education categories.
A teacher's feedback on student schoolwork can be a powerful force for learning--if it contains a helpful message and is delivered with certain considerations in mind. But what kind of content makes a feedback message helpful to a student? And what kinds of strategies work best for delivering feedback? In How to Give Effective Feedback to Your Students, Susan M. Brookhart answers these questions by describing important elements of feedback content (focus, comparison, function, valence, clarity, specificity, and tone) and strategy (timing, amount, mode, and audience). Grounded in what researchers have learned about effective feedback, the book provides practical suggestions and classroom examples that demonstrate what to do--and not do--to have a positive impact on students. In addition to general guidelines for good feedback, readers will learn what kinds of feedback work best in the various content areas, and how to adjust feedback for different kinds of learners, including successful students, struggling students, and English language learners. Done well, feedback has a two-pronged effect: it influences cognitive factors by helping students understand where they are in their learning and where they need to go next, and it influences motivational factors by helping students develop a feeling of control over their own learning. Taken together, these factors explain why learning how to give good feedback should be at the top of every teacher's to-do list.
Using Feedback To Improve Learning
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Author : Maria Araceli Ruiz-Primo
language : en
Publisher: Routledge
Release Date : 2017-10-19
Using Feedback To Improve Learning written by Maria Araceli Ruiz-Primo and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-10-19 with Education categories.
Despite feedback‘s demonstratively positive effects on student performance, research on the specific components of successful feedback practice is in short supply. In Using Feedback to Improve Learning, Ruiz-Primo and Brookhart offer critical characteristics of feedback strategies to affirm classroom feedback’s positive effect on student learning. The book provides pre- and in-service teachers as well as educational researchers with empirically supported techniques for using feedback as a part of formative assessment in the classroom.
Using Student Feedback For Successful Teaching
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Author : Klaus Zierer
language : en
Publisher: Routledge
Release Date : 2018-08-22
Using Student Feedback For Successful Teaching written by Klaus Zierer and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018-08-22 with Education categories.
Feedback from students to teachers has been shown to have a major influence on students’ achievement. Although the use of feedback from students requires little time and investment, the exploration of this topic in recent years has focused primarily on that from teacher-to-student or teacher-to-teacher. This innovative book examines the much-neglected feedback path from student to teacher and provides an empirically founded and practice-oriented step-by-step guide for teachers who want to get feedback on their own teaching. Including a foreword by John Hattie, the authors shed light on the benefits, challenges, impact and academic discussion of student feedback. Topics include: an outline of the current state of research about feedback, including in the light of Visible Learning, and the essentials for translating this research into implementation in the classroom; the advantages of student-to-teacher feedback and how it is connected to good, effective teaching; the practicalities of putting student feedback into practice: finding the right questions to ask, professional discussion, and how to go about applying changes to your teaching; an exploration of combining digital technologies with the acquisition and evaluation of student feedback; the wider impact of feedback and how a "feedback culture" can transform not only individual teachers but whole schools. Using Student Feedback for Successful Teaching is an essential guide for experienced and newly-qualified teachers alike who are invested in their professional development and who strive to deliver the best quality teaching for their students.
Unlocking The Power Of Teacher Feedback
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Author : Lan Yang
language : en
Publisher: Taylor & Francis
Release Date : 2024-02-15
Unlocking The Power Of Teacher Feedback written by Lan Yang and has been published by Taylor & Francis this book supported file pdf, txt, epub, kindle and other format this book has been release on 2024-02-15 with Education categories.
This volume addresses the pivotal role of feedback in enhancing students' motivation and learning. Through a series of innovative studies, it uncovers the intricacies of how students perceive and utilize feedback, offering practical strategies for educators while bridging the gap between feedback research and classroom practice. The book showcases six outstanding studies that offer unique insights into how teacher feedback influences student learning and achievement, all from the perspectives of students. Chapters delve into various meaningful explorations of the paramount role of feedback in education, offering readers profound insights into its pivotal significance, the nuanced ways students respond to it, and the intricate mechanisms governing its influence on student achievement and engagement. The volume uncovers key mediators such as growth-oriented goals, feedback beliefs, and school identification, shedding light on how these factors shape the impact of feedback. It also introduces practical strategies, like rebuttal writing, and emphasizes the need for personalized feedback aligned with students' cognitive styles. Additionally, the book provides a comprehensive comparison across grades and feedback comments, all while serving as a practical guide for educators, researchers, and policymakers, thereby facilitating the implementation of evidence-based feedback practices grounded in students' voices and perspectives, ultimately enriching their learning. This book will be a key resource for researchers and academics in educational psychology, student learning, and assessment, while also appealing to educators, teachers, school administrators and policymakers seeking to enhance their understanding of feedback's role in education and to improve their feedback practices. It was originally published in Educational Psychology.
The Effects Of The Delivery Style Of Teacher Feedback On The Writing Self Efficacy And Dispositions Of Young Students
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Author : Jennifer Hawthorne
language : en
Publisher:
Release Date : 2010
The Effects Of The Delivery Style Of Teacher Feedback On The Writing Self Efficacy And Dispositions Of Young Students written by Jennifer Hawthorne and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010 with categories.
ABSTRACT: The purpose of this research was to examine the effect of the delivery method of teacher feedback on elementary students' writings upon the writing self-efficacy and dispositions of young students. The participants in the study were third grade students from a public elementary school in the Southeastern United States. Using Bandura's social learning theory (1977) which holds that personality differences are acquired through the learning process, especially through the process of modeling, data were collected to measure two affective domains of writing, self-efficacy and dispositions. During a nine-week study in which a comparison group had teacher feedback written on a separate rubric sheet and a treatment group had feedback written directly on their papers both based on the Six Traits of Writing, students were given a pre-test and post-test Writing Self-Efficacy Scale (Shell, Colvin, & Bruning, 1995) and a Writing Dispositions Scale (Piazza & Siebert, 2008). Analysis of Covariance and Multivariate Analysis of Covariance were used in the evaluation of hypotheses related to self-efficacy, dispositions, gender, and skill level. No significant differences were found between the comparison and treatment groups, by gender, or by skill level; however, significant differences by teacher were observed on the Writing Self-Efficacy Scale. The results of this study provide teachers with practical applications for the classroom as well as address gaps in current writing research.
Self Regulated Learning And Academic Achievement
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Author : Barry J. Zimmerman
language : en
Publisher: Routledge
Release Date : 2013-05-13
Self Regulated Learning And Academic Achievement written by Barry J. Zimmerman and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013-05-13 with Education categories.
This volume brings together internationally known researchers representing different theoretical perspectives on students' self-regulation of learning. Diverse theories on how students become self-regulated learners are compared in terms of their conceptual origins, scientific form, research productivity, and pedagogical effectiveness. This is the only comprehensive comparison of diverse classical theories of self-regulated learning in print. The first edition of this text, published in 1989, presented descriptions of such differing perspectives as operant, phenomenological, social learning, volitional, Vygotskian, and constructivist theories. In this new edition, the same prominent editors and authors reassess these classic models in light of a decade of very productive research. In addition, an information processing perspective is included, reflecting its growing prominence. Self-regulation models have proven especially appealing to teachers, coaches, and tutors looking for specific recommendations regarding how students activate, alter, and sustain their learning practices. Techniques for enhancing these processes have been studied with considerable success in tutoring sessions, computer learning programs, coaching sessions, and self-directed practice sessions. The results of these applications are discussed in this new edition. The introductory chapter presents a historical overview of research and a theoretical framework for comparing and contrasting the theories described in the following chapters, all of which follow a common organizational format. This parallel format enables the book to function like an authored textbook rather than a typical edited volume. The final chapter offers an historical assessment of changes in theory and trends for future research. This volume is especially relevant for students and professionals in educational psychology, school psychology, guidance and counseling, developmental psychology, child and family development, as well as for students in general teacher education.