ERIC Number: EJ1199674
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
To Do or Not to Do with Feedback. A Study of Undergraduate Students' Engagement and Use of Feedback within a Portfolio Assessment Design
Steen-Utheim, Anna; Hopfenbeck, Therese N.
Assessment & Evaluation in Higher Education, v44 n1 p80-96 2019
Feedback is important for student learning; however, research shows that students can have a number of difficulties when attempting to learn from feedback. Based on an in-depth analysis of undergraduate students' self-reported reflection logs, we present findings about students' experiences with oral and written feedback and how they act upon this feedback when a portfolio is the main assessment and learning tool. Our findings indicate that, within our context, students' overall experiences with receiving feedback are positive. Oral feedback was perceived as particularly valuable to the students while written feedback challenged their understanding. We identified four specific actions the students engaged in to create meaning from the feedback: internal feedback, using oral feedback, initiating dialogue and interacting with peers. The findings indicate that the students take responsibility in the feedback process. The findings are discussed in relation to current perspectives on feedback in higher education.
Descriptors: Feedback (Response), Undergraduate Students, Self Evaluation (Individuals), Oral Language, Written Language, Diaries, Portfolio Assessment, Student Attitudes, Reflection, Foreign Countries, Interaction, Peer Relationship
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Norway