HomeBlogPodcasts Future-Oriented Feedbackby Jessie L. MooreDecember 15, 2022 Share: Section NavigationSkip section navigationIn this sectionPodcasts – Home 60-Second SoTL Limed: Teaching with a Twist Making College “Worth It” Land Acknowledgement 60-Second SoTL – Episode 15 Featuring an open-access article from the Journal of the Scholarship of Teaching and Learning, this episode explores how feedback type, feedback orientation, and goal orientation inform feedback effectiveness for student learning: Paulson Gjerde, Kathy, Deborah Skinner, and Margaret Padgett. (2022). “Importance of Goal and Feedback Orientation in Determining Feedback Effectiveness.” Journal of the Scholarship of Teaching and Learning 22 (3): 55-75. https://doi.org/10.14434/josotl.v22i3.31866 View a transcript of this episode. The episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University. Read More about Feedback Carless, David, and David Boud. 2018. “The Development of Student Feedback Literacy: Enabling Uptake of Feedback.” Assessment & Evaluation in Higher Education 43 (8): 1315–1325. https://doi.org/10.1080/02602938.2018.1463354. [Open Access] Dixson, Dante D. and Frank C. Worrell. 2016. “Formative and Summative Assessment in the Classroom.” Theory into Practice 55 (2): 153-159. https://doi.org/10.1080/00405841.2016.1148989 Eli Review. n.d. “Feedback and Improvement: Becoming a Better Writer by Helping Other Writers.” https://elireview.com/content/students/feedback [Open Access] Eli Review. n.d. “The Pedagogy: Feedback and Revision.” https://elireview.com/learn/pedagogy/ [Open Access] Gjerde, Kathy Paulson, Margaret Y. Padgett, and Deborah Skinner. 2017. “The Impact of Process vs. Outcome Feedback on Student Performance and Perceptions.” Journal of Learning in Higher Education 13 (1): 73-82. https://files.eric.ed.gov/fulltext/EJ1139724.pdf [Open Access] Gjerde, Kathy Paulson, Deborah Skinner, and Margaret Y. Padgett. 2018. “Feedback Effectiveness: Is It What You Say or How Much You Say It?” Higher Education Theory and Practice 18 (3): 26-43. https://doi.org/10.33423/jhetp.v18i3.556 [Open Access] Joughin, Gordon, David Boud, Phillip Dawson, and Joanna Tai. 2021. “What Can Higher Education Learn from Feedback Seeking Behaviour in Organisations? Implications for Feedback Literacy.” Assessment & Evaluation in Higher Education 46 (1): 80–12. https://doi.org/10.1080/02602938.2020.1733491. Leenknecht, Martijn, Priscilla Hompus, and Marieke van der Schaaf. 2019. “Feedback Seeking Behavior in Higher Education: The Association with Students’ Goal Orientation and Deep Learning Approach.” Assessment and Evaluation in Higher Education 44 (7): 1069-1078. https://doi.org/10.1080/02602938.2019.1571161 Sutton, Paul. 2012. “Conceptualizing Feedback Literacy: Knowing, Being, and Acting.” Innovations in Education and Teaching International 49 (1): 31-40. https://doi.org/10.1080/14703297.2012.647781 Winstone, Naomi E., Robert A. Nash, Michael Parker, and James Rowntree. 2017. “Supporting Learners’ Agentic Engagement with Feedback: A Systematic Review and Taxonomy of Recipience Processes.” Educational Psychologist 52 (1): 17-37. https://doi.org/10.1080/00461520.2016.1207538 [Open Access] Winstone, Naomi E., Erica G. Hepper, and Robert A. Nash. 2019. “Individual Differences in Self-Reported Use of Assessment Feedback: The Mediating Role of Feedback Beliefs.” Educational Psychology 41 (7): 1- 19. https://doi.org/10.1080/01443410.2019.1693510 Explore the Center’s Additional Resources on Feedback Utilizing a Framework for Artificial Intelligence-Supported Assessments: Part 2 In December I introduced a framework to support faculty with the complexities of incorporating generative AI into their assessments. One feature of this framework encourages the consideration of separating assessment components into AI-active and AI-inactive sections to better articulate expectations… Keep It Simple: Strategies for Adopting Alternative Grading Practices to Enhance Student Learning Clark, David and Robert Talbert. 2023. Grading for Growth: A Guide to Alternative Grading Practices That Promote Authentic Learning and Student Engagement in Higher Education. New York: Routledge. Grades and grading have long plagued students and instructors alike. Faculty frequently… Utilizing a Framework for Artificial Intelligence-Supported Assessments: Part 1 In my previous blog post, I introduced a framework developed to assist faculty with incorporating generative AI, such as ChatGPT, in their assessments. I also shared an artificial intelligence-supported assessment (AI-SA) and some of my thinking underlying its structure and… Measuring What Learners Do With Feedback 60-Second SoTL – Episode 47 This episode shares an open-access article from Assessment & Evaluation in Higher Education and explores how to measure feedback literacy in higher education: Dawson, Phillip, Zi Yan, Anastasiya Lipnevich, Joanna Tai, David Boud, and Paige Mahoney. 2023. “Measuring What Learners Do in Feedback: The Feedback Literacy Behaviour Scale.” Assessment… Perspectives on Assessment and Feedback: Interview with Rachel Forsyth, Part 2 In my last blog post, I introduced Rachel Forsyth, author of Confident Assessment in Higher Education (2023). She shared her perspectives on what makes assessment practices effective for faculty and students. In this portion of the interview, we moved on… Perspectives on Assessment and Feedback: Interview with Rachel Forsyth, Part 1 While exploring various models of assessment and feedback in recent months, an opportunity presented itself to gain some expert perspectives on these topics. I recently met Rachel Forsyth, author of the book Confident Assessment in Higher Education, at the 2023… 1 2 3 >
