CC BY
6УДК 378.147
Mamekov E.A.
Astana IT University (Astana, Republic of Kazakhstan)
Abdrazak B.N.
Astana IT University (Astana, Republic of Kazakhstan)
Saduov A.G.
Astana IT University (Astana, Republic of Kazakhstan)
EFFECTIVE WAYS FOR TEACHERS TO PROVIDE FEEDBACK: VISION OF STUDENTS AND TEACHERS
Abstract: this paper addresses the pressing issue of effective feedback strategies in education, emphasizing the significance of clear, constructive, and individualized feedback with a positive tone, while also underlining the need to diversify feedback methods and improve feedback quality. The purpose of this paper is to explore and evaluate effective feedback strategies in education by examining the perspectives of both students and educators. With an extensive analysis of feedback practices, it explored the complex dynamics between students and educators in delivering and receiving feedback. The paper collected data from a sample of 50 students and conducted interviews with 10 educators across diverse educational levels and subject areas. Survey data highlights several key findings: a strong preference for written feedback (74%), a desire for in-depth analysis of their mistakes (74%), a significant portion experiencing difficulties with cluttered information (72%), and the growing importance of digital platforms for feedback (60%). Educators emphasized the importance of self-assessment, providing feedback with a positive and motivational tone, diversifying feedback methods, and tailoring feedback to individual student needs. The paper concludes with practical recommendations, such as creating feedback forums on academic platforms, integrating self-assessment into homework, and providing a structured feedback template. The findings offer
valuable guidance for educators and institutions to optimize feedback strategies, ultimately enhancing the learning experience for students.
Keywords: feedback, higher education, students, teachers, self-assessment.
Introduction
Effective feedback is a cornerstone of quality education. It plays a vital role in enhancing students' learning experiences and fostering continuous improvement. The document examines the dynamics of feedback within the educational context, with a focus on both student and teacher perspectives.
This study aims to investigate feedback practices by exploring the preferences of students and the strategies used by educators. By combining qualitative and quantitative research approaches, it seeks to offer a comprehensive understanding of effective feedback practices.
While the study provides valuable insights into feedback practices, it has some limitations. The sample size is relatively small, and the data heavily relies on self-reporting. The findings are specific to the context of data collection, and as such, they may not be universally applicable. Despite these limitations, the study serves as a foundational exploration into the world of feedback in education.
Methods and materials
Effective evaluation is an essential component of education, impacting both student development as well as educator training. This comprehensive examination investigates the varied types and importance of feedback from both the student and instructor viewpoints. According to D. Wiliams' research, successful evaluation is more than just marking and more about recognizing how learners acquire and adjusting teaching tactics accordingly [13]. Understanding the intricate makeup of feedback is critical for educators in order to change their techniques to meet their students' ever-changing and different requirements, eventually improving educational and instructional engagement.
Feedback is an organized method that offers information to individuals, most often students, in order to analyze and enhance the way they perform. According to
Hattie and Timperley, effective feedback ought to be detailed, on time, and constructive, closing the gap among present performance and intended objectives for learning to encourage improvement [6].
There is a formal classification of feedback that includes:
• Formative feedback, additionally referred to as continuing or progressive feedback, improves learning by assisting students in understanding their individual abilities and flaws. It is offered during the learning process to allow for modifications and enhancements. This feedback, presented in a variety of ways, serves as an internal guide in the educational path. This kind of feedback plays a significant role in boosting learning by assisting students in understanding their specific strengths and limitations, according to Black and Wiliam [1].
• Summative feedback, as defined by Scriven, is an assessment procedure that occurs often through grades or scores issued following the completion of a work or examination [11]. It provides an overview of how a learner performed. Despite not as instructional as formative feedback, summarizing a student's efficiency, motivating introspection, and assisting educators in analyzing learning outcomes are all benefits of summarizing.
• Self-feedback, students are able to assess their own academic accomplishments and performance with self-feedback [7]. It promotes learning that is self-directed by assisting students in setting objectives, identifying opportunities for development, tracking their progress, developing intellectual abilities, and an awareness of accountability for their educational experience.
According to comprehensive analysis by Sadler and Kluger and DeNisi, successful educational feedback is informed by a variety of theoretical frameworks, which broadens our comprehension of its design, effect, and value for learners as well as educators [10][8]. This literature study investigates such theoretical underpinnings in order to gain a better understanding of the method of providing evaluation in education.
Feedback is emphasized as a dynamic, participatory discourse in contemporary feedback theory, which is shaped by academics such as David Boud and David Carless
[3]. It emphasizes that feedback is an interaction in which both instructors and students actively participate. This method turns feedback into a cooperative, co-creative process of learning, cultivating a mutually advantageous atmosphere for learning and encouraging introspective learning.
Hattie and Timperley suggested a complete feedback system that incorporates components from several psychology theories while emphasizing particularity, rapidity, and learning-oriented reinforcement [6]. It emphasizes the reciprocal link between supplier and recipient, spanning the gap across present knowledge and intended outcomes, and providing a systematic, comprehensive method for providing feedback.
Feedback is a crucial part of learning and instruction, and its efficiency can be affected by a variety of factors. As Nicol and Macfarlane-Dick note, formative feedback, also known as developing feedback, is critical for successful teaching [9]. It improves student performance and comprehension by assisting them in identifying areas for development and adjusting learning tactics. The investigations such as Hattie and Timperley regularly showed, timely feedback is critical for efficient learning [6]. Quick feedback links with learners' current attempts, increasing its significance and effectiveness. Learners as well as educators consider timely feedback to be more relevant and beneficial to the process of learning.
According to self-regulation theory, particularly Zimmerman's model, constructive criticism should enlighten students, help them with objective formulation, and build self-monitoring abilities [14]. According to research, self-regulation results in stronger students that accept ownership of their education, a viewpoint prized by teachers for cultivating autonomous and inspired individuals.
Methodology. In line with Shute's methodological framework, a sound study design is necessary to examine efficient feedback mechanisms from the viewpoints of the instructor and the student [12]. This design explains how data shall be collected and processed in order to thoroughly investigate the influence of feedback techniques on learners as well as educators.
The study will employ a mixed-methodologies approach, combining quantitative and qualitative methods. According to Creswell, the qualitative method highlights the gathering and evaluation of non-numerical data including observations, and interviews [5]. It concentrates on eliciting detailed insights, frequently through open-ended questions. Quantitative research, on the other hand, as emphasized by Johnson and Christensen, generally involves the implementation of structured questionnaires, and tests to collect data [4]. The goal is to recognize connections or trends between parameters and draw generalizable conclusions.This combination provides a comprehensive understanding of the feedback process, allowing for both in-depth investigation of viewpoints and statistical data analytics.
Surveys: Students will be given surveys in order to acquire quantitative data. Organized questions will be included in these surveys to examine the types and efficacy of feedback procedures.
Interviews: To collect qualitative data, informal interviews will be done with a subset of educators. These interviews will enable individuals to offer their feedback, practices, experiences, opinions, and ideas. To go deeper into their perspectives, open-ended questions will be employed.
This research approach provides a structured investigation into successful teacher feedback from the viewpoints of both students and teachers. It provides a full knowledge of the influence of feedback on learning and instruction through the use of mixed approaches such as surveys and interviews. The findings will be used to inform and improve educational feedback procedures.
Description of the Target Population: The study's population is broad, including students and teachers who represent different educational contexts, degrees, disciplines, and experiences. By engaging participants of many ages and disciplines, this comprehensive method ensures a full grasp of feedback processes and viewpoints.
Students: Students enrolled in the program will range between bachelor's to master's degrees. The goal is to embrace a particular academic setting. To guarantee diversity, pupils from different educational organizations and courses will be examined.
Teachers: Educators from many academic areas will be among the teacher participants. Teachers will be chosen based on their interest in taking part and time availability.
Survey: A survey is an effective way to collect organized quantitative data. They enable the collection of a significant volume of replies, allowing for the analysis of patterns and trends in response behaviors and attitudes. These instruments allow quantitative analysis for information by using multiple-choice items, which may be employed to find correlations and relationships.
Interview: Interviews add a qualitative layer to data collecting by allowing respondents to convey their individual experiences and thoughts. These in-depth discussions give an extensive context for methods of feedback and their influence on learners as well as educators. Participants' opinions can be taken with semi-structured interviews, eliciting ambiguities and special perspectives.
Results and discussion
Questionnaire - Statistical software will be used to examine quantitative data from surveys, using inferential statistics for deeper insights and descriptive statistics to summarize the results. The associations between the variables will be investigated using regression and correlation analysis. A questionnaire designed for students included five multiple-choice questions and one optional open question. A total of 50 students volunteered to give their response.
Table 1. The questionnaire results
Question The most popular answer
What kind of feedback do you prefer? Written (paper-based or digital test and exams) 74%
What should feedback include? In-depth analysis of mistakes. 74%
What difficulties do you experience when receiving feedback? Cluttered information 72%
What digital platforms do you use to give or receive feedback? Academical platforms 60%
Would you attend regular sessions dedicated to feedback? No 65%
What changes can you think of that could make future teacher feedback useful? More practical, straight-to-the-point feedback and less tiring theory.
Interview - Thematic analysis will be applied to transcriptions from interviews and observations, as well as feedback content from content analysis. In order to comprehend the qualitative components of feedback and how it affects learning, themes and patterns will be found.
Table 2. The interview results
Question The most popular answer
What kind of feedback do you use? Comments to homework, exams, Individual feedback, self-review, class discussions,
What aspects of feedback are the most effective for you? Positive motivational tone
What feedback techniques do you use? Self-reflection, Individual feedback, that encourages students to find answers for themselves,
What are your recommendations for giving effective feedback? Diversifying means of feedback, Being open to students' feedback,
From the answers given by teacher of different academic fields we can highlight four main themes:
1. Self-assessment,
2. Motivational feedback,
3. Diverse methods,
4. Individual feedback.
Survey responses were collected from 50 students across diverse educational levels and subject areas. Interviews were conducted with 10 educators, and classroom observations were performed in 2 educational settings.
Based on the quantitative data gathered from students' survey the following conclusions can be drawn:
• A significant majority of the respondents (74%) prefer written feedback, whether it's in a traditional paper-based format or delivered digitally for tests and exams. This suggests that students appreciate having a tangible or digital record of feedback to review and reference.
• The same percentage of respondents indicated a desire for in-depth analysis of their mistakes in the feedback they receive. This highlights a strong need for detailed and comprehensive feedback that helps students understand not just what went wrong, but why and how to improve.
• A significant portion of respondents (72%) mentioned experiencing difficulties with cluttered information when receiving feedback. This underscores the importance of presenting feedback in a clear, organized, and easily digestible manner to enhance its effectiveness and utility.
• A majority of respondents (60%) use academic platforms for giving or receiving feedback. This suggests the growing importance and integration of digital tools and platforms in the educational environment, highlighting the need for educators to effectively leverage these platforms for feedback.
• A notable percentage of respondents (65%) expressed reluctance to attend regular feedback sessions. This could imply that students prefer flexibility in accessing feedback on their terms rather than being tied to specific sessions, indicating a potential preference for asynchronous feedback mechanisms.
• The open-ended response about desired changes in future teacher feedback emphasizes the need for more practical, direct, and succinct feedback, suggesting that students value actionable insights that can be readily applied to improve their performance.
The qualitative analysis of interviews with teachers from various academic fields aimed to uncover themes and patterns in their feedback practices. The following insights can be added:
Self-Assessment: Instructors in a variety of subject areas stressed the value of self-evaluation as a method of feedback. According to Boud [2], self-assessment is a key element of encouraging self-regulation and metacognition in learners. This implies that encouraging students to evaluate their own work and progress plays a vital role in effective feedback strategies. It promotes self-awareness and a sense of ownership over their learning.
Motivational Feedback: The theme of providing feedback with a positive and motivational tone emerged as a key aspect of effective feedback. This highlights the psychological impact of feedback and its potential to inspire and motivate students to strive for improvement.
Diverse Methods: Teachers' recommendations to diversify the means of feedback align with the need to cater to various learning styles and preferences. Offering multiple feedback channels, such as written comments, verbal discussions, or peer reviews, can enhance the learning experience.
Individual Feedback: Individualized feedback was identified as a significant aspect of effective feedback. This underscores the importance of tailoring feedback to each student's needs and performance, rather than adopting a one-size-fits-all method.
The combined analysis of quantitative and qualitative data emphasizes the significance of clear, constructive, and individualized feedback with a positive tone, while also underlining the need to diversify feedback methods and improve feedback quality, especially in digital settings. These findings can inform educational institutions and instructors in designing more effective feedback strategies.
Effective feedback strategies in education encompass a multifaceted approach. They involve delivering clear, comprehensive, and actionable feedback, often in a written format, and leveraging technology for accessibility and efficiency. Feedback should inspire and motivate students while catering to their diverse needs and learning styles. These findings provide valuable guidance for educators and institutions seeking to optimize their feedback strategies and, in doing so, enhance the overall experience of students when learning something. Effective feedback not only informs but also empowers and motivates students to continuously improve and excel in their academic journeys.
This section is dedicated towards the possible implications of research results.
Feedback Forum on an Academic platform. Currently academic platforms are actively used by the students: they often visit the platform, because they read materials from it and submit their assignments there. So, another idea to automate feedback using contemporary technology is setting a feedback forum, where students
could ask their peers and other teachers what they want. Advantages of forums are: they are not limited to a certain day and time, questions and responses are there forever for everyone to see and refer to, and forum encourages peer-review, self-assessment and in general diversifies feedback options.
Self-assessment integrated into homework. Self-assessment encourages students to ask themselves questions they can ask their teacher and to give answers to themselves. This can potentially improve students' feedback they give to their teacher, which in turn makes teachers' work easier. Thus, integrating self-assessment guidelines into the homework is highly suggested.
Template for giving feedback. The following template or pattern is suggested to give students feedback based on the data we have obtained:
1. Start with the positive: Start the feedback with the positive aspects of the student's work. Emphasize what was done well. For example: "I noticed that your work includes a lot of interesting ideas."
2. Specify specific strengths: After the positive comments, go to the specific aspects that the student did well. This can inspire the student to continue in the same spirit. For example: "Your analysis of the second chapter of the project was particularly in-depth and informative."
3. Point out areas for improvement: Then move on to the areas where the student can improve their work. Try to be specific and provide recommendations. For example: "However, I noticed that your introduction could have been clearer and shorter. Try to focus on the main ideas."
4. Suggest ways to improve: After identifying areas for improvement, suggest to the student specific steps they can take to improve their work. For example: "To improve the introduction, you can try to start with a brief overview of key concepts and then move on to a more detailed description."
5. Emphasize support: Complete the feedback by emphasizing your willingness to help the student and answer his questions. For example: "Do not hesitate to contact us if you have any questions or need additional help. I am always ready to support you.". This feedback template includes positive aspects of the student's
work, specific comments on where to improve, and constructive suggestions for improvement. This will help students better understand their strengths and work on their weaknesses, while your support and willingness to help will emphasize your attention to their success.
Limitations. The survey data was collected from a relatively small sample of 50 students, and the interviews were conducted with 10 educators from various academic fields. This limited sample size may not fully capture the diversity of student and teacher perspectives on feedback. Future research should aim for larger and more diverse participant groups. Study findings are specific to the time and place of data collection. It's important to recognize that feedback preferences and practices can evolve over time and in response to changes in technology, teaching methods, and social norms.
Future Research. Conducting longitudinal studies to track changes in feedback preferences and practices over time can provide insights into the evolving needs of students and the adaptation of educators. This approach can help in identifying trends and assessing the long-term impact of feedback strategies. Future research can involve a comparative analysis of feedback strategies across different educational levels, disciplines, and cultural contexts. Understanding the direct impact of feedback on student success is crucial. Incorporating these limitations and future research directions will enhance the depth and breadth of knowledge regarding feedback strategies in education, enabling educators and institutions to continuously improve and adapt their feedback practices to better serve students.
Conclusion
Effective feedback in education is a multifaceted concept that encompasses clear, comprehensive, and actionable communication between educators and students. This study highlights the significance of personalized feedback with a positive tone, while also stressing the need to diversify feedback methods and improve feedback quality, particularly in the digital age. It offers valuable guidance for educators and institutions to enhance feedback strategies, ultimately leading to an improved students'
learning experience. The limitations and future research directions presented in this document provide a roadmap for further exploration of this critical aspect of education.
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