Search

Feedback is crucial for improving student learning. In this regard, overcoming the transmissive conception of feedback in favour of its dialogic function introduces new reflections concerning the internal generative feedback process. In this regard, Nicol [(2020). The power of internal feedback: Exploiting natural comparator processes. Assessment & Evaluation in Higher Education, 46(5), 756–778. ; (2021). Guiding learning by activating students' inner feedback. Times Higher Education] outlines the concept of self-feedback, i.e., the continuous comparative process that students produce from various external information and sources triggering internal feedback. In this context, the present research aims to explore students' perceptions concerning the activation of internal/self-feedback, investigating which sources are most effective from their point of view, and researching the relationships between different individual characteristics. The results show that students' individual differences and contextual cultural factors might play a crucial role in creating ideal environments to enable the generation of self-feedback. Finally, students consider the teacher to be most effective in activating self-feedback, and many have never experienced self-feedback or automated feedback situations. [ABSTRACT FROM AUTHOR]

Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Higher Education Quarterly is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Sciences & Society is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

"The ways we assess our students can really make a difference to how student learn [...]. If we find our systems do not allow us to implement a really valuable assessment innovation, for example, then we must find ways to change the system. We need to ensure that decisions about assessment strategies are based on the best available evidence-based research on assessment, rather than on custom and practice or what is easy to do" (Brown, 2005, p. 88). [ABSTRACT FROM AUTHOR]

Despite well-documented promises of peer assessment, it is still unclear how peer assessment works and what contributes to students' learning gains. In order to identify cognitive processes that lead to learning enhancement, this study examined 41 students' responses to online surveys and also their online written interactions when they participated in a peer assessment activity. Data analysis revealed that students were engaged in various learning processes in the phases of giving and receiving feedback. While students acknowledged that both phases contributed to their learning, a greater number of students indicated that they perceived more learning benefits from giving feedback rather than receiving feedback. Interpretations and implications were discussed. [ABSTRACT FROM AUTHOR]

Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In recent years, there has been increasing emphasis on the benefits of social media and social network sites to foster young people's participation in digital public spaces and their civic engagement. Using the principles of the Student Voice approach, this study investigated the use of a Facebook group to support secondary school students' voices and viewpoints on school quality and policy (N = 98). The results showed that students were reluctant to be active in the group for several reasons, such as mistrust of school policies and resistance to combining Facebook use with school-related issues. The low participation provided clues to reflect on the design of Student Voice projects to support civic engagement at school and to evaluate the use of digital sites to support Student Voice. Some considerations on the reasons for project failure and how to successfully reach student participation in a technology-enhanced environment at school that addresses power relations, authenticity and inclusion are provided. [ABSTRACT FROM AUTHOR]

An editorial is presented on the movement to give students and student teachers a voice in their education. Topics include the use of educational technologies and online social networks in student teaching and learning. The author presents the view that technology-enhanced learning environments help to increase student participation and engagement in the learning process and in their communities.

Copyright of Foro de Educación is the property of Foro de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)