What Is My Next Step? School Students' Perceptions of Feedback

Frontiers in Education

Volumn 4, Issue , 2019, Pages

  Brooks, Cameron ^a   Huang, Yangtao ^a   Hattie, John ^b   Carroll, Annemaree ^a   Burton, Rochelle ^a  

^a UNIVERSITY OF QUEENSLAND   (Australia)

^b UNIVERSITY OF MELBOURNE   (Australia)

Author keywords

assessment; feedback; learning; perceptions; self regulation; teachers

Indexed keywords

EID: 85078290215     PISSN: None     EISSN: 2504284X     Source Type: Journal    
DOI: 10.3389/feduc.2019.00096     Document Type: Article

References (83)

1. Backhaus K., Erichson B., Plinke W., Weiber R., (2006). Multivariate Analysis Methods: An Application Oriented Introduction. Berlin: Springer.
2. Barrett P., (2007). Structural equation modeling: judging model fit. Pers. Indiv. Diff. 42, 815–824. 10.1016/j.paid.2006.09.018
3. Beaumont C., O'Doherty M., Shannon L., (2011). Reconceptualising assessment feedback: a key to improving student learning? Stud. High. Educ. 36, 671–687. 10.1080/03075071003731135
4. Biggs J. B., Collis K. F., (2014). Evaluating the Quality of Learning: The SOLO Taxonomy (Structure of the Observed Learning Outcome). New York, NY: Academic Press.
5. Blunch N. J., (2008). Introduction to Structural Equation Modelling Using SPSS and AMOS. London: SAGE. 10.4135/9781446249345
6. Bollen K. A., (1989). Structural Equations With Latent Variables. New York, NY: John Wiley. 10.1002/9781118619179
7. Bortz J., Döring N., (2006). Research Methods and Evaluation for the Human and Social Sciences, 4th Edn. Heidelberg: Springer. 10.1007/978-3-540-33306-7
8. Boud D., (2013). Enhancing Learning Through Self-Assessment. Abingdon: Routledge. 10.4324/9781315041520
9. Boud D., Molloy E., (2013). Rethinking models of feedback for learning: the challenge of design. Assess. Eval. High. Educ. 38, 698–712. 10.1080/02602938.2012.691462
10. Brookhart S. M., (2012). “Teacher feedback in formative classroom assessment,” in Leading Student Assessment, eds Webber C., Lupart J., (Dordrecht: Springer), 225–239. 10.1007/978-94-007-1727-5_11
11. Brookhart S. M., (2017). How to Give Effective Feedback to Your Students. Alexandria: ASCD.
12. Brooks C., Carroll A., Gillies R., Hattie J., (2019). A matrix of feedback for learning. Austr. J. Teach. Educ. 44, 14–32. 10.14221/ajte.2018v44n4.2
13. Brown G. T. L., Peterson E. R., Irving S. E., (2009). Beliefs that make a difference: Adaptive and maladaptive self-regulation in students' conceptions of assessment. In Student perspectives on assessment: What students can tell us about assessment for learning (pp. 159–186).
14. Cheung G. W., Wang C., (2017). “Current approaches for assessing convergent and discriminant validity with SEM: issues and solutions,” in Academy of Management Proceedings, Vol. 2017 (Briarcliff Manor, NY: Academy of Management), 12706.
15. Clark L. A., Watson D., (1995). Constructing validity: basic issues in objective scale development. Psychol. Assess. 7, 309–319. 10.1037/1040-3590.7.3.309
16. Clarke S., (2014). Outstanding Formative Assessment: Culture and Practice. London: Hachette.
17. Conway J. M., Huffcutt A. I., (2003). A review and evaluation of exploratory factor analysis practices in organizational research. Organ. Res. Methods 6, 147–168. 10.1177/1094428103251541
18. Costello A. B., Osborne J. W., (2005). Best practices in exploratory factor analysis: four recommendations for getting the most from your analysis. Pract. Assess. Res. Eval. 10, 1–9.
19. Cronbach L. J., (1951). Coefficient alpha and the internal structure of tests. Psychometrika 16, 297–334. 10.1007/BF02310555
20. Davidshofer K. R., Murphy C. O., (2005). Psychological Testing: Principles and Applications, 6th Edn. Upper Saddle River, NJ: Pearson/Prentice Hall.
21. DeVellis R. F., (2012). Scale Development: Theory and Applications. Los Angeles, CA: Sage, 109–110.
22. Dignath-van Ewijk C., van der Werf G., (2012). What teachers think about self-regulated learning: investigating teacher beliefs and teacher behavior of enhancing students' self-regulation. Educ. Res. Int. 2012:741713. 10.1155/2012/741713
23. Dweck C. S., (2007). The secret to raising smart kids. Sci. Am. Mind 18, 36–43. 10.1038/scientificamericanmind1207-36
24. Ferguson P., (2011). Student perceptions of quality feedback in teacher education. Assess. Eval. High. Educ. 36, 51–62. 10.1080/02602930903197883
25. Field A., (2009). Discovering Statistics Using SPSS, 3rd Edn. London: Sage.
26. Fleming J. S., (2003). Computing measures of simplicity of fit for loadings in factor-analytically derived scales. Behav. Res. Methods Instr. Comp. 34, 520–524. 10.3758/BF03195531
27. Gamlem S. M., Smith K., (2013). Student perceptions of classroom feedback. Assess. Educ. Principles Policy Prac. 20, 150–169. 10.1080/0969594X.2012.749212
28. Gay L. R., Mills G. E., Airasian P. W., (2011). Educational Research: Competencies for Analysis and Applications. Upper Saddle River, NJ: Pearson Higher Ed.
29. Gold A. H., Malhotra A., Segars A. H., (2001). Knowledge management: an organizational capabilities perspective. J. Manag. Inform. Syst. 18, 185–214. 10.1080/07421222.2001.11045669
30. Gorsuch R. L., (1983). Factor Analysis, 2nd Edn. Hillsdale, NJ: Lawrence Erlbaum Associates.
31. Grice J. W., (2001). A comparison of factor scores under conditions of factor obliquity. Psychol. Methods 6, 67–83. 10.1037/1082-989X.6.1.6711285813
32. Guadagnoli E., Velicer W., (1988). Relation of sample size to the stability of component patterns. Psychol. Bull. 103, 265–275. 10.1037/0033-2909.103.2.2653363047
33. Hair J. F., Tatham R. L., Anderson R. E., Black W., (1998). Multivariate Data Analysis, 5th Edn. London: Prentice-Hall.
34. Harris L. R., Brown G. T., (2013). Opportunities and obstacles to consider when using peer-and self-assessment to improve student learning: case studies into teachers' implementation. Teach. Teach. Educ. 36, 101–111. 10.1016/j.tate.2013.07.008
35. Harris L. R., Brown G. T., Harnett J. A., (2014). Understanding classroom feedback practices: a study of New Zealand student experiences, perceptions, and emotional responses. Educ. Assess. Eval. Account. 26, 107–133. 10.1007/s11092-013-9187-5
36. Hattie J., (2009a). “The black box of tertiary assessment: an impending revolution,” in Tertiary Assessment and Higher Education Student Outcomes: Policy, Practice and Research, eds Meyer L. H., Davidson S., Anderson H., Fletcher R., Johnston P. M., Rees M., (Wellington: Ako Aotearoa), 259–275.
37. Hattie J., (2009b). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Abingdon: Routledge. 10.4324/9780203887332
38. Hattie J., (2012). Visible Learning for Teachers: Maximizing Impact on Learning. London; New York, NY: Routledge.
39. Hattie J., Gan M., (2011). “Instruction based on feedback,” in Handbook of Research on Learning and Instruction, eds Mayer R., Alexander P., (New York, NY: Routledge), 249–271.
40. Hattie J., Gan M., Brooks C., (2016). “Instruction based on feedback,” in Handbook of Research on Learning and Instruction, eds Mayer R. E., Alexander P. A., (New York, NY; London: Taylor and Francis), 290–324.
41. Hattie J., Timperley H., (2007). The power of feedback. Rev. Educ. Res. 77, 81–112. 10.3102/003465430298487
42. Henseler J., Ringle C. M., Sarstedt M., (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. J. Acad. Market. Sci. 43, 115–135. 10.1007/s11747-014-0403-8
43. Hooper D., Coughlan J., Mullen M. R., (2008). Structural equation modelling: guidelines for determining model fit. Electron. J. Business Res. Methods 6, 53–60. 10.21427/D7CF7R
44. Hounsell D., McCune V., Hounsell J., Litjens J., (2008). The quality of guidance and feedback to students. High. Educ. Res. Dev. 27, 55–67. 10.1080/07294360701658765
45. Hu L., Bentler P. M., (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Struct. Equ. Model. 6, 1–55. 10.1080/10705519909540118
46. Jonsson A., Panadero E., (2018). “Facilitating students' active engagement with feedback,” in The Cambridge Handbook of Instructional Feedback, eds Lipnevich A. A., Smith J. K., (Cambridge: Cambridge University Press).
47. Kline R. B., (2011). Principles and Practice of Structural Equation Modeling. New York, NY: Guilford Press.
48. Kline R. B., (2015). Principles and Practice of Structural Equation Modeling, 4th Edn. New York, NY: The Guilford Press.
49. Kluger A. N., DeNisi A., (1996). The effects of feedback interventions on performance: a historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychol. Bull. 119, 254–284. 10.1037/0033-2909.119.2.254
50. Lipnevich A. A., Berg D. A. G., Smith J. K., (2016). “Toward a model of student response to feedback.,” in Handbook of Human and Social Conditions in Assessment, eds Brown G. T. L., Harris L. R., (New York, NY: Routledge), 169–185.
51. Murtagh L., (2014). The motivational paradox of feedback: teacher and student perceptions. Curric. J. 25, 516–541. 10.1080/09585176.2014.944197
52. National Research Council (2000). How People Learn: Brain, Mind, Experience, and School, Expanded edition. Washington, DC: National Academies Press.
53. Nicol D. J., Macfarlane-Dick D., (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Stud. High. Educ. 31, 199–218. 10.1080/03075070600572090
54. Pajares F., Graham L., (1998). Formalist thinking and language arts instruction: teachers' and students' beliefs about truth and caring in the teaching conversation. Teach. Teach. Educ. 14, 855–870. 10.1016/S0742-051X(98)80001-2
55. Peterson E. R., Irving S. E., (2007). Conceptions of Assessment and Feedback. Retreived from https://www.academia.edu/20018797/Conceptions_of_Assessment_and_Feedback_Project
56. Peterson E. R., Irving S. E., (2008). Secondary school students' conceptions of assessment and feedback. Learn. Instruct. 18, 238–250. 10.1016/j.learninstruc.2007.05.001
57. Pokorny H., Pickford P., (2010). Complexity, cues and relationships: student perceptions of feedback. Active Learn. High. Educ. 11, 21–30. 10.1177/1469787409355872
58. Price M., O'Donovan B., (2006). “Improving performance through enhancing student understanding of criteria and feedback,” in Innovative Assessment in Higher Education, eds Bryan C., Clegg K., (London; New York, NY: Routledge), 100–109.
59. Rowntree D., (2015). Assessing Students: How Shall We Know Them? London: Routledge.
60. Rust C., O'Donovan B., Price M., (2005). A social constructivist assessment process model: how the research literature shows us this could be best practice. Assess. Eval. High. Educ. 30, 231–240. 10.1080/02602930500063819
61. Sadler D. R., (1989). Formative assessment and the design of instructional systems. Instruct. Sci. 18, 119–144. 10.1007/BF00117714
62. Sadler D. R., (2010). Beyond feedback: developing student capability in complex appraisal. Assess. Eval. High. Educ. 35, 535–550. 10.1080/02602930903541015
63. Schermelleh-Engel K., Moosbrugger H., Müller H. (2003), Evaluating the fit of structural equation models: tests of significance descriptive goodness of-fit measures. Methods Psychol. Res. 8, 23–74.
64. Schunk D. H., Zimmerman B. J., (2007). Influencing children's self-efficacy and self-regulation of reading and writing through modeling. Read. Writ. Q. 23, 7–25. 10.1080/10573560600837578
65. Shute V. J., (2008). Focus on formative feedback. Rev. Educ. Res. 78, 153–189. 10.3102/0034654307313795
66. Skinner B. F., (1963). Operant behavior. Am. Psychol. 18, 503–515. 10.1037/h0045185
67. Smith J. K., Lipnevich A. A., (2009). “Formative assessment in higher education: frequency and consequence,” in Student Perspectives on Assessment: What Students Can Tell Us About Assessment for Learning, eds McInerney D. M., Brown G. T. L., Liem G. A. D., (Charlotte, NC: Information Age), 279–295.
68. Stevens J. P., (2009). Applied Multivariate Statistics for the Social Sciences. New York, NY: Routledge.
69. Strijbos J. W., Pat-El R. J., Narciss S., (2010). “Structural validation of a feedback perceptions questionnaire,” in Proceedings of the 9th International Conference of the Learning Sciences-Volume 2 (Chicago, IL: International Society of the Learning Sciences), 334–335. 10.1037/t15429-000
70. Tabachnick B. G., Fidell L. S., (2007). Using Multivariate Statistics 5th Edn. Boston, MA: Allyn and Bacon.
71. Teo T. S., Srivastava S. C., Jiang L., (2008). Trust and electronic government success: an empirical study. J. Manag. Inform. Syst. 25, 99–132. 10.2753/MIS0742-1222250303
72. Thompson B., (2004). Exploratory and Confirmatory Factor Analysis: Understanding Concepts and Applications. Washington, DC: American Psychological Association. 10.1037/10694-000
73. Thorndike E. L., (1933). A proof of the law of effect. Science 77, 173–175. 10.1126/science.77.1989.173-a17819705
74. Thurlings M., Vermeulen M., Bastiaens T., Stijnen S., (2013). Understanding feedback: a learning theory perspective. Educ. Res. Rev. 9, 1–15. 10.1016/j.edurev.2012.11.004
75. Van der Kleij F., Adie L., Cumming J., (2017). Using video technology to enable student voice in assessment feedback. Br. J. Educ. Technol. 48, 1092–1105. 10.1111/bjet.12536
76. Vandenberg R. J., (2006). Statistical and methodological myths and urban legends. Organ. Res. Methods 9, 194–201. 10.1177/1094428105285506
77. Weaver M. R., (2006). Do students value feedback? Student perceptions of tutors' written responses. Assess. Eval. High. Educ. 31, 379–394. 10.1080/02602930500353061
78. Weiner B., (1984). “Principles for a theory of student motivation and their application within an attributional framework,” in Research on Motivation, Vol. 1, eds Ames R., Ames C., (Orlando, FL: Academic Press), 15–38.
79. West J., Turner W., (2015). Enhancing the assessment experience: improving student perceptions, engagement and understanding using online video feedback. Innov. Educ. Teach. Int. 53, 1–11. 10.1080/14703297.2014.1003954
80. Wiliam D., (2011). Embedded Formative Assessment. Bloomington, IN: Solution Tree Press.
81. Wiliam D., (2016). Leadership for Teacher Learning. West Palm Beach, FL: Learning Sciences International.
82. Winstone N. E., Nash R. A., Parker M., Rowntree J., (2017). Supporting learners' agentic engagement with feedback: a systematic review and a taxonomy of recipience processes. Educ. Psychol. 52, 17–37. 10.1080/00461520.2016.1207538
83. Yong A. G., Pearce S., (2013). A beginner's guide to factor analysis: focusing on exploratory factor analysis. Tutor. Quan. Methods Psychol. 9, 79–94. 10.20982/tqmp.09.2.p079