‘Feed‐forward’: improving students' use of tutors' comments

By Neil Duncan. 2007

299 citations recorded by the source corpus.

A small‐scale action research project was carried out on students' feedback histories on one undergraduate module. Old grades and comment sheets were collected and analysed by staff for recurring advice to individual students on the target module. This advice was then synthesized to create simple individual learning plans for the students' forthcoming assignments, in other words old feedback was applied to a new task. A number of additional teaching and learning interventions were provided for participants and the statistical outcomes showed a small gain in the grades achieved against those who did not participate. Interviews were held with participants that indicated a number of reasons why feedback was not optimized to assist further learning.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/ab1e9e8c36535eaee3f0608dd9f8737ec707d442

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In Education

Citations in the corpus

The challenges of feedback in higher education (2019, background): “Moreover, dissatisfied educators may point to increasing workloads (Gibbs and Simpson 2004), or students’ reluctance to use feedback (Duncan 2007; Winstone et al. 2017).”
Feedback alignment: effective and ineffective links between tutors’ and students’ understanding of coursework feedback (2011, background): “Duncan (2007) reported that students may have a lack of appreciation that comments on one piece of work could help achievement on later work, while Crisp (2007, 578) felt that ‘unilateral pronouncements by assessors rather than dialogue with students’ was a possible cause for students failing to…”
Moving feedback forward: theory to practice (2013, background): “In addition to student perceptions, Duncan (2007) indicates that there is also tutor frustration in relation to feedback as many students fail to collect marked work and to respond to tutor comments.”
The need to disentangle assessment and feedback in higher education (2020, background): “…from a Director of Learning and Teaching represents a common frustration experienced and reported by academic staff: they provide detailed written comments alongside grades on students’ work, but students appear to be most interested in the grade, often disregarding the feedback (Duncan, 2007).”
Students’ perceptions of written feedback in teacher education: ideally feedback is a continuing two-way communication that encourages progress (2013, background): “Indeed, almost all of the participants (99%) believed that written feedback should include explicit guidance for improving future work (Duncan 2007 ) and were disappointed when this was missing: ”
Enhancing the assessment experience: improving student perceptions, engagement and understanding using online video feedback (2016, background): “In order for students to make meaning of and engage with feedback students should understand the assessment rationale (Duncan, 2007), process and criteria (Carless, 2006; Carless, Salter, Yang, & Lam, 2011; Glover & Brown, 2006; Thompson & Lee, 2012).”
From monologue to dialogue: improving written feedback processes in mass higher education (2010, background): “Duncan (2007) provides some research evidence highlighting typical difficulties that students face in relation to written comments.”
Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes (2017, background): “Despite the potential efficacy of action planning, there was some evidence of learners’ limited engagement with this process (Duncan, 2007).”