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 Analyzing an Artificial Intelligence-Supported Assessment and Student Feedback In my prior blog post, I summarized lessons learned from piloting an artificial intelligence-supported assessment (AI-SA) and gathering student feedback. This work was framed by Clark and Talbert’s feedback loop model where I used feedback I gathered from students during… Applying Lessons Learned about Student Use of Generative AI in Academics In previous blog posts, I shared the results of a focus group interview about students’ perceptions of using generative AI in their academics. The focus group interview took place at the end of fall semester 2023 after my students completed an… Meaningful Undergraduate Experiences and How They Matter Now The Center for Engaged Learning periodically conducts surveys on students’ experiences in higher education and their application to students’ post-graduation lives. Our latest iteration surveyed 956 U.S. residents who were 18-34 years old and graduates of two- or four-year higher… Student-Reported Benefits and Tensions about Generative AI in Academics: Part 1 My ongoing exploration of how generative AI might be used in assessment practices has revealed some benefits to teaching and learning, some drawbacks, and some tensions. Sharing this exploration through these blog posts and having numerous discussions about higher education… 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… 1 2 3 >
