Thrive 38 - Question to ask before using free digital technology for feedback

From Yuan and Kim (2015) Effective Feedback Design Using Free Technologies

The attribute of effective feedback should be first considered before selecting any free tools. 

(A) Content of feedback should provide direction on how to move to the next level that is easily understood by the students as well as recognition of the progress made.

"(1) Effective feedback should inform learners of their learning goals and how they can make improvements. Although information as to how to make improvements impacts students’ learning (Hattie & Timperley, 2007), 

(2) Students’ progress and excellence also need to be acknowledged in feedback. The acknowledgement of success and progress helps students develop a positive attitude toward learning (Gagne´ , 1985; Gagne´ , Briggs, & Wager, 1992; Taylor & Hoedt, 1966; Weaver, 2006) and motivates them to learn (Orsmond, Merry, & Reiling, 2005; Poulos & Mahony, 2008; Tseng & Tsai, 2007)."

Can technology influence the content of feedback?

(B) Timing of feedback (whether immediate or delayed) should be given when it influences the performance of students with time given to verify and enact the feedback.

"Timing for feedback is determined based on the type of knowledge and skills to be acquired as well as the level of task difficulty (Fluckiger, Vigil, Pasco, & Danielson, 2010; Shute, 2008). When students are learning to develop fluency, immediate corrections can have a negative impact (Hattie & Timperley, 2007). Delayed feedback can also be useful for difficult tasks because challenging tasks entail greater degrees of information processing, and delayed feedback provides students with opportunities to process information (Clariana, Wagner, Murphy, 2000). However, students generally prefer immediate feedback, and they experience frustration if it is not given before they start on another assignment (Ferguson, 2011). When feedback is not provided quickly enough, students tend to lose interest in the feedback and focus on newer content (Gibbs & Simpson, 2004)."

Can technology control the timing and time to verify and enact on feedback?

(C) Provide the opportunity for dialogue on the feedback content so that the receiver and provider have a common understanding of the content of the feedback. The receiver can also work with the provider to improve the feedback provided in a way that will promote receiver uptake.

"In many studies, students stated that it was hard to understand the terminologies used or read the instructors’ handwriting (Blair & McGinty, 2013; Carless, 2006; Price, Handley, Millar, & O’Donovan, 2010). Students often perceive feedback to be too ambiguous (Covic & Jones, 2008; Orsmond et al., 2005; Price et al., 2010) and confusing (Ferguson, 2011). Feedback cannot be effective if students do not understand it (Price et al., 2010)."

How does technology support feedback understanding and improve feedback dialogue?

(D) Guide students to process multi-sources (teacher, peer, web-based) feedback.

How technology can help students compare and synthesize feedback to promote uptake?


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