Providing+formative+feedback+to+students+via+emails+and+feedback+strategies+based+on+student+metacognition

=Providing formative feedback to students via emails and feedback strategies based on student metacognition= //Prof. Dr. Chang Zhu // //Donderdag 30 Augustus 11.00 - 12.30 // //Verslag door: Joris Marée //

Korte Samenvatting
Formative assessment consists of two parts: the assessment of performance (formally or informally) and the provision of feedback. Formative feedback is important to monitor and provide guidance for student learning. It can stimulate students thinking and responses to students’ work and provides students with opportunities to reflect on the learning process. Formative feedback needs to be timely, personal, manageable and relevant. Feedback strategies: Feedback developed from traditional feedback (handwritten comments, face-to-face, individual) to electronic feedback (email, e-learning systems, online feedback). Timely feedback is one of the most critical issues for its effectiveness. Metacognition means a higher order thinking in which you have knowledge about your own cognition and an active control over the cognitive processes and you possess regulation strategies (predicting, planning, monitoring and evaluation). Metacognition and cognitive skills are not always consistent. Different expectations exist of the guidance of the teacher and the feedback. Feedback needs to be personalized and tailored to the individual strength and weaknesses. Formative feedback may have positive or negative effects on student motivation and self-esteem and affect students feelings and engagement. The research questions were: “do students of different metacognition level prefer different types of formative feedback strategies” and “what are the effects of teachers’ formative feedback strategies on student learning”. Four types of feedback strategies were considered: All kind of students prefer constructive feedback, but especially students with a low metacognition need a feedback with constructive and elaborative comments. The formative feedback had many positive effects on student learning: the quality of the assignments of students improved, the interest in the course increased, the academic achievement improved and the teacher’s feedback was appreciated a lot. Feedback without positive or negative comments and a score without feedback were less preferred by students. Email feedback can be convenient, timely and personalized. Appropriate feedback strategies can reinforce learning motivation and make a significant difference in students’ achievements.
 * positive feedback
 * negative feedback
 * formative feedback without positive or negative comments
 * constructive feedback
 * elaborative feedback
 * based on students’ characteristics
 * 1) A. Formative feedback; no positive or negative comments.
 * 2) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">B. Formative feedback with positive or negative comments.
 * 3) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">C. Formative feedback with constructive and elaborative comments.
 * 4) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">D. No formative feedback, but a score or ranking.

Inzichten
<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">If you know more about the characteristics (such as metacognition) of a student you can give more tailored feedback. If you provide feedback then also look at the process in a constructive way and do not only regard the result.

Review
<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">It was an interesting research, but the results were not unexpected. Email feedback is appreciated a lot.

Toepasbaarheid
<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">If you provide feedback and students learn by making tests pay attention to the process and not only give an answer to the question.