Porcentaje de afección de los nervios

Feedback is one effective way of providing an opportunity to enhance the learning gains by students (Ellery, 2008: 425). Accordingly, several studies emphasise the need to the practice of quality feedback on learning assessment (Brown, 2007: 28; Li & Luca, 2014: 381). Feedback is essential for promoting learning and motivating students to advance in thinking and self-assessment, as well as in highlighting errors, deficiencies and problems (Case, 2007: 287).

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Importantly, the provision of immediate and constructive feedback is a key aspect to support learning and sustain student efforts. When educators provide formative feedback, assessment becomes a learning opportunity for the students (Tang & Harrison, 2011: 584). According to Lipnevich (2007: 34) educators can be effective to facilitate learning if they provide feedback relative to the learning task and the students’ different conditions. The assessment feedback practised in this way may bring considerable learning gains to students.

To examine the influence of feedback, Lipnevich and Smith (2007: 53) conducted an experimental study on 464 college students working with an authentic learning task under three conditions. The three conditions were the no feedback condition, detailed feedback from the educator, and detailed feedback generated by a computer. The result of the study showed that students who received detailed feedback from either the educator or the computer achieved signinificantly higher test scores than students who did not receive feedback (Lipnevich & Smith, 2007: 22). The study also recorded positive effect sizes on the quasi-experimentation ranging from 0.30 to 1.25 between the no feedback condition group and the two feedback condition groups. In short, as the students’ performance showed, the feedback strongly influenced their subsequent achievement. The importance of descriptive feedback specific to student work on improving learning is the overriding conclusion reached by the researchers.

Furthermore, in a case study pertaining to the effective use of feedback by Ellery (2008: 427), majority of the students who participated on the study witnessed that feedback helped them assess how well or badly they had done in assessment tasks. In the study, the educators gave to the students an opportunity to write a test twice. The students wrote the follow-up test after receiving the first feedback. When the students’ scores between the two test administrations were compared, 52% of the students failed the first test with the average grade of the class being 45.4%, (n=75). However, in the second test, only 33% of the students failed, and the average score was increased to 53.7%, (n=75). Even though the grade increase was not statistically significant, it did show some improvement resulting from improved learning and understanding attributable to the provision of formative feedback in instruction (Ellery, 2008: 425). As a result of this experience, most of the students in the study prefered a combined provision of verbal and written feedback. The students liked the verbal feedback for it highlighted problem areas. They also valued written feedback for its usefulness to read the model solution in their own time and at their own pace.

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On the other hand, Orsmond and Merry (2011: 125) evaluated the feedback styles of educators who focused on giving praise and correcting students’ misunderstandings. These authors recommend that since praise and correcting misunderstandings alone do not address the developmental aspects of learning, educators “need to provide more guidance, examples, and explanations to students concerning the use of feedback,” (Orsmond & Merry, 2011: 125), perhaps by introducing better scaffolding tactics in the feedback provided.

Hendry, Bromberger and Armstrong (2011: 4) also used a mixed-methods study and examined students’ perceptions on the convenience of various types of feedback to guide them when finishing assessment tasks. The study identified five themes, namely the convenience of individual feedback, the usefulness of whole-class feedback, the convenience of exemplars, the convenience of the marking sheet and the students’ perceptions on feedback and exemplars. In the study it was known that the students tend to prefer individual feedback to whole-class feedback, for the former was more detailed and generally explained a student’s error by providing information on how to improve for future learning. Whole-class feedback explains common issues and errors and how to correct them. The students also find whole-class feedback informative and stimulating because of the structure and clarification of the assessor’s expectations (Hendry, et al., 2011: 5). Moreover, realising that they are not the only students to make errors, is comforting to students, and knowing that others have made a mistake, which they have not, is reassuring their progression on learning. In summary, the study demonstrated the usefulness of both individual feedback and whole-class feedback together with praise to increase the students’ self-esteem and confidence in the learning process.

Another qualitative focus group study on students’ perspectives of feedback effectiveness at an undergraduate level at the University of Sydney was carried out by Poulos and Mohany (2008). The thematic analysis in the study highlighted three key perceptual dimensions on feedback, the impact of feedback and the credibility of feedback. According to the study’s report, the students’ perceptions on feedback are influenced by the individual meanings attributed, such as whether educators are accessible to give them feedback, the relationship of feedback to marks, comments and assessment criteria. For instance, students usually judge feedback as helpful when the educator gives them individual written feedback (Poulos & Mohany, 2008: 145).

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The second dimension of feedback identified by the study was the influence of feedback to the students. The significant changes reported in the study were first-year experience, timeliness and significance of feedback. For example, the students who participated in the study needed assessment feedback as quickly as possible. Poulos and Mohany (2008: 145) report the views the students hold towards the significance of feedback as follows:

..a number of students expressed particular issues with the first year of university study, and the role played by feedback. These particular issues related to the need for more communication in the first year because of the differences between university and school, the role of feedback as a method of adjustment, feedback relating to understanding expectations, difficulties with approaching educators and the devastating effects of negative feedback and failing in the year 1.

On the other hand, the credibility of feedback related to the students’ perceptions on their educators, whom the perceived bias and general ability are influential regarding the credibility of the feedback they provide. Effective educators can provide useful feedback. According to Poulos and Mohany (2008: 148) the overall perceived ability of educators relates to the feasibility and impact of the feedback provided, while the bias of educators detracts the credibility resulting in the students’ view that the feedback is less effective. Finally, the students who participated in the study expressed a strong preference for the following issues concerning feedback and assessment practices at universities:

 Consistent assessment practices;

 Transparent assessment practices;

 Clear criteria and referencing to a grade;

 Early feedback, including exams, marks and grades together;

 Seminars for new students on feedback and assessment practices (Poulos & Mohany, 2008: 153).

Torrance’s (2007: 281) study of assessment as learning reported the possibility of student learning improvement when there is clarity on assessment criteria and procedures, “widespread use of coaching, practice, and provision of formative feedback to students.” The study explained the practice on assessment as moving from the “assessment of learning, through assessment for learning, to

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assessment as learning, with assessment procedures and practices dominating learning experiences” (Torrance, 2007: 281).