Educational research has long noted that even in higher education, assessment should be viewed as a strategic process through which students can improve their learning. In this context, special attention should be paid to the concept and use of feedback. Numerous studies have demonstrated that not all feedback is equally effective, nor is it consistently so: awarding grades appears to be inappropriate when used in the context of formative assessment. In this context, empirical research was conducted, using an experimental design, to detect the impact of various types of feedback on the performance of 132 first-year CL SED students. Quantitative analysis of the data revealed the ineffectiveness of feedback in the form of a grade, but showed the positive impact of other types of feedback including, in particular, self-assessment using an assessment rubric.
What if voting inhibited learning? A comparison of different types of feedback: empirical research in a university setting
Valentina Grion
2023-01-01
Abstract
Educational research has long noted that even in higher education, assessment should be viewed as a strategic process through which students can improve their learning. In this context, special attention should be paid to the concept and use of feedback. Numerous studies have demonstrated that not all feedback is equally effective, nor is it consistently so: awarding grades appears to be inappropriate when used in the context of formative assessment. In this context, empirical research was conducted, using an experimental design, to detect the impact of various types of feedback on the performance of 132 first-year CL SED students. Quantitative analysis of the data revealed the ineffectiveness of feedback in the form of a grade, but showed the positive impact of other types of feedback including, in particular, self-assessment using an assessment rubric.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
