ethanporcaro/eric-fulltext-meta huggingface dataset:
Interpreting Feedback: A Discourse Analysis of Teacher Feedback and Student Identity
Author: Torres, J. T.
Date: 2016-00-00
Type: Journal Articles
Subjects: Feedback (Response),Discourse Analysis,Self Concept,Written Language,Protocol Analysis,Semi Structured Interviews,Error Correction,Grounded Theory,Figurative Language,Rhetoric,Teacher Attitudes,Student Attitudes,Case Studies,Undergraduate Students,College Faculty,Writing Evaluation,Essays,Ethnography

Feedback has typically been studied as a means of improving academic performance. Few studies inquire into the processes by which feedback shapes student identity. The authors carry out a discourse analysis of written comments to explore how feedback is discursively constructed by both teachers and students. Analysis of written feedback, think-aloud protocols, and semi-structured interviews work to arrive at an understanding of how feedback is interpreted by both teachers and students, paying special attention to how such interpretations contribute to a student's identity. The following themes emerged as likely interpretations: feedback as a discourse of correction, feedback as a set of ontological metaphors, and feedback as a process of rhetorical listening. The discourse analysis reveals that while teachers tend to interpret feedback as a means of correcting a student's text, students' interpretations of feedback contribute to the construction of their selves. Reflecting on these results, the authors suggest teachers construct feedback as a personal conversation that remains sensitive to the immediate personal effects on students.
Setting out the Role of Feedback in the Assessment Process through Both the Student and Tutor Perspective
Author: Hepplestone, Stuart
Date: 2016-00-00
Type: Journal Articles
Subjects: Feedback (Response),Student Evaluation,Student Attitudes,Tutors,Teacher Attitudes,Information Utilization,Semi Structured Interviews,Learner Engagement,Assignments,Qualitative Research,College Students,Technology Uses in Education,Intervention,Foreign Countries

Despite assessment and feedback being important elements of the student experience, it is not clear how students connect these two elements together to improve their learning. What are students doing with the assignment feedback that they receive from tutors, and how do they make use of this feedback in their future assessments? A research study was undertaken to deconstruct feedback from the perspective of the tutor giving the feedback and the student receiving the feedback in order to explore the connections that students are able to make between the feedback received and future assessments. Semi-structured interviews were undertaken with tutor and student participants, during which they were invited to articulate their practices and interactions with feedback at each stage of the assessment process. This paper reports on both student and tutor actions at each stage of the assessment process and discusses the implications of these behaviours for enhancing student engagement with feedback.
I Wish I Could Believe You: The Frustrating Unreliability of Some Assessment Research
Author: Hunt, Tim
Date: 2016-00-00
Type: Journal Articles
Subjects: Evaluation Research,Reliability,Research Problems,Correlation,Research Design,Research Methodology,Meta Analysis,Ethics,Experiments,Educational Research

Many practitioner researchers strive to understand which assessment practices have the best impact on learning, but in authentic educational settings, it can be difficult to determine whether one intervention, for example the introduction of an online quiz to a course studied by diverse students, is responsible for the observed effect. This paper uses examples to highlight some of the difficulties inherent in assessment research and suggests some ways to overcome them. Problems observed in the literature include: assuming that if two effects are correlated then one must have caused the other; confounding variables obscuring the true relationships; experimental approaches that are too far removed from reality; and the danger that self-reported behaviour and opinion is sometimes different from student's actual behaviour. Practical solutions include: the use of an experimental or pseudo-experimental approach; the use of mixed methods; and the use of meta-analysis.
Early Intervention: The Impact on Future Student Participation and Engagement in Classroom Environments
Author: James, Carolyne
Date: 2016-00-00
Type: Journal Articles
Subjects: Early Intervention,Student Participation,Classroom Environment,Learner Engagement,Barriers,Active Learning,Student Attitudes,Minority Group Students,Mixed Methods Research,Questionnaires,College Freshmen,Lecture Method,Teaching Methods,Action Research

Existing literature shows students agree that active participation in the classroom is important and many want to engage. However, only one third regularly do so and previous studies have suggested that the vast majority of contributions in class may be made by a handful of students. The aim of this research was to explore from the student's perspective what they considered were the key barriers to actively participating in the classroom and to establish whether early intervention can have an impact on their participation. Initial findings revealed that a significant number of students have benefited from the intervention, however, the majority still experience difficulties participating in lectures. Responses indicated that for some students active participation is potentially negative especially for non-traditional and minority students. Traditional informal approaches to encouraging student participation through socialisation have been unsystematic and haphazard and their inadequacies and shortfalls have been highlighted by increasingly larger student groups and widening participation.
An Exploratory Study Investigating the Impact of a University Module That Aims to Challenge Students' Perspectives on Ageing and Older Adults
Author: Brown, Alison
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Aging (Individuals),Older Adults,Undergraduate Students,Student Attitudes,Attitude Change,Gerontology,Correlation,Beliefs,Moral Values,Motivation,Transformative Learning,Qualitative Research,Semi Structured Interviews,Program Effectiveness

This study aimed to assess if a module on an undergraduate degree programme had challenged students' perspectives on ageing and older adults. Courses on gerontology are on the increase within the UK to support increasingly ageing populations, with agendas to promote ethical care and to challenge the incidence of elderly abuse. Research consistently reports society's often negative attitudes towards older people, with this in mind a module on a gerontology programme at a North West of England University focused on developing a range of activities whereby students enrolled on the programme would be able to challenge their existing attitudes towards older adults. Interviews were undertaken with 3 students to explore if attitude change had occurred within a framework of social psychological definitions of attitudes and transformative learning. Three main themes emerged from the interviews, these were: (1) The relationship between beliefs and the development of attitudes, (2) Attitude change challenging morality and (3) Transformation and motivation to act. One of the student's sharing also led to the creation of an attitude time-line which plotted the students changing attitudes over time. The findings of the study have informed future teaching practice and may support methods that support critical reflection and transformative attitude change in other disciplines within higher education.
Students' Perceptions of Interventions for Supporting Their Engagement with Feedback
Author: Parker, Michael
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Attitudes,Intervention,Feedback (Response),Learner Engagement,Student Participation,Educational Benefits,Psychological Patterns,Preferences,Self Evaluation (Individuals),Peer Evaluation,Evaluation Criteria,Computer Mediated Communication,Written Language,Grades (Scholastic),Workshops,Learning Strategies,Evaluators,Teacher Student Relationship,Interpersonal Communication,Portfolios (Background Materials),Planning,Goal Orientation,Information Utilization

Recent approaches to assessment and feedback in higher education stress the importance of students' involvement in these processes, where effective reception of feedback is as important as effective delivery. Many interventions have been developed to support students' active use of feedback; however, students' engagement will be influenced by their perceptions of the utility of such strategies. We presented students with descriptions of ten possible feedback engagement interventions, and asked them to discuss which would be more useful and why. Students clearly articulated the perceived benefits of each intervention, but also discussed issues that might preclude strong engagement. These issues illustrate that students believe they lack the skills required to engage with interventions, and also show how student emotion and cognition are likely to influence their engagement. We offer some recommendations as to how the framing of such interventions could promote stronger student engagement.
Written Assessment and Feedback Practices in Postgraduate Taught Courses in the UK: Staff and International Students' Perspectives
Author: Guillen Solano, Victor
Date: 2016-00-00
Type: Journal Articles
Subjects: Graduate Students,Foreign Students,English (Second Language),Second Language Learning,Writing Skills,Tutors,Feedback (Response),Statistical Analysis,Qualitative Research,Academic Discourse,Familiarity,Foreign Countries,Socialization,Language Skills,Teaching Assistants,Learning Processes,Teaching Methods,Student Attitudes,Institutional Characteristics,Writing Evaluation,Student Surveys,Semi Structured Interviews

In recent years UK universities have attracted an increasing number of international students. Their socialisation into different academic practices greatly depends on their ability to write in English since writing is the main way in which students demonstrate their learning at university. This paper looks into the widely-shared view that tutor feedback can help students develop their academic literacy and argues that academic writing and feedback-giving are social practices influenced by cultural, institutional and departmental contexts. The research combined quantitative and qualitative methods to explore academic expectations, experiences of feedback and perceptions of its impact on international students' academic literacy. The study found that non-UK students on full-time postgraduate taught courses seem to be at a considerable disadvantage because of factors like limited English language skills, or lack of familiarity with cultural, academic, disciplinary or professional conventions. The research found no evidence of a systematic approach for tutors or institutions to measure the impact of feedback on student learning. In this study, feedback seemed to make a limited contribution to students' understanding of literacy practices due to a number of both individual and institutional factors.
The Discrepancies between Staff and Students' Perceptions of Feedback and Assessment Practices--Analysis of TESTA Data from One HE Institution
Author: Pazio, Monika
Date: 2016-00-00
Type: Journal Articles
Subjects: Feedback (Response),Teacher Attitudes,Student Attitudes,Educational Practices,Student Evaluation,Higher Education,Student Satisfaction,Correlation,Student Experience,Questionnaires,Focus Groups,Interviews,Educational Quality,Time Perspective,Incidence,Delivery Systems,Portfolio Assessment,Ambiguity (Context),Academic Standards,Foreign Countries,Qualitative Research,Statistical Analysis

Students' satisfaction with feedback and assessment has historically been low. This is confirmed by the most recent National Student Survey where feedback and assessment still remain the area of least satisfaction. Such projects as Transforming the Experience of Students through Assessment (TESTA) attempt to tackle the issue by providing a channel of communication between staff and students at the programme level. This paper reports on the results of the University of Greenwich version of TESTA and identifies points of tension between staff perceptions of their practice, and students' perceptions of their assessment experience. Using cross-institutional data we identify common themes where the discrepancies between accounts affecting satisfaction rates emerge, i.e. quantity and quality of feedback, assessment loading and clarity of goals and standards, and provide our impartial explanation of the sources of those discrepancies.
Teachers' and Students' Conceptions of Assessment within the Italian Higher Education System
Author: Pastore, Serafina
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,College Faculty,Teacher Attitudes,Student Evaluation,Testing,Alternative Assessment,Case Studies,Schools of Education,Misconceptions,Semi Structured Interviews,Formative Evaluation,Summative Evaluation

Nowadays, higher education systems are being called to reconsider the aims of assessment if we want that students develop skills and competencies for their future personal and professional life. Although assessment holds an essential position in the higher education field, educational research still seems inchoative. Current studies, especially on an international level, are moving towards the revision of traditional modalities of testing, the individuation of alternative forms of assessment, and above all, the analysis of representations and conceptions that teachers and students have about assessment. The present research is oriented towards this last point: the case study, conducted at the School of Education at University of Bari, Italy, analyses teachers' and students' conceptions of assessment. Main results indicate a great level of confusion about assessment both for teachers and students. Several suggestions are discussed for further improvements in the higher education context.
Expanding and Personalising Feedback in Online Assessment: A Case Study in a School of Pharmacy
Author: Ellis, Steven
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pharmacy,Higher Education,Feedback (Response),Test Items,Computer Assisted Testing,Student Satisfaction,National Surveys,Student Surveys,Spreadsheets,Technology Uses in Education,Educational Technology,Chemistry,Online Surveys

In the Manchester Pharmacy School, we first adopted summative on-line examinations in 2005. Since then, we have increased the range of question types to include short answers, short essays and questions incorporating chemical structures and we achieve time savings of up to 90% in the marking process. Online assessments allow two novel forms of feedback. An anonymised spreadsheet containing all the marked exam scripts is made available to all students. This enables students to see a variety of answers than are awarded good marks, rather than a single model answer. Secondly, &quot;Smallvoice&quot; a novel app provides confidential personalised feedback. Feedback statements, though written by the instructor, are selected by a computer in response to various aspects of a student's performance. Evidence of improved student satisfaction comes from the unit questionnaires and from the National Student Survey. Evidence of improved learning comes from comparing pre- and post-feedback assessments (typically course tests and end of unit examinations.).
The Effect of the Math Emporium Instructional Method on Students' Performance in College Algebra
Author: Cousins-Cooper, Kathy
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,College Mathematics,Algebra,Teaching Methods,Trigonometry,Lecture Method,Conventional Instruction,Educational Innovation,Problem Solving,Computer Software,Active Learning,Mathematics Achievement,Mathematics Tests,Scores,Grades (Scholastic),Quasiexperimental Design,Pretests Posttests,College Entrance Examinations,Experimental Groups,Control Groups,Comparative Analysis,Regression (Statistics),Statistical Analysis

This study aims to investigate the effectiveness of the Emporium instructional method in a course of college algebra and trigonometry by comparing to the traditional lecture method. The math emporium method is a nontraditional instructional method of learning math that has been implemented at several universities with much success and has been shown to improve the performance of students taking college algebra and trigonometry courses. In the math emporium method, students spend time working on the problems using interactive software. The students are able to be actively involved in the acquiring of their knowledge. In this study, we compare the performance of students using the math emporium method to that of students using the traditional, lecture method. Performance was measured using posttest scores and the final course grades. We found that the math emporium method shows promise to improving students' performance in college algebra and trigonometry classes.
Mentoring First Year Study Groups--Benefits from the Mentors' Perspective
Author: Dyrberg, Nadia Rahbek
Date: 2017-00-00
Type: Journal Articles
Subjects: Mentors,Foreign Countries,Higher Education,Questionnaires,Comparative Analysis,Educational Technology,College Freshmen,Universities,Group Activities

The &quot;study group concept&quot; at the University of Southern Denmark (SDU) was implemented to aid first year students' transitional challenges. A mentor (an older student) is affiliated each study group to facilitate productive group work, bring awareness to study habits, and share his/her own experiences with life as a student. The study explores the mentors' benefits of their employment (n = 43) and compares the mentors to non-employed students. Data was obtained through a questionnaire composed of open and closed questions. Findings suggest that a large portion of the mentors have expanded their network (67%), increased their consciousness of study habits (60%), and developed academic abilities (40%). The mentors constitute a group of students highly engaged in the university community compared to the non-employed students. Awareness of the benefits of student employment is important to both decision makers and students themselves.
Inquiry Based Learning and Meaning Generation through Modelling on Geometrical Optics in a Constructionist Environment
Author: Kotsari, Constantina
Date: 2017-00-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Geometry,Geometric Concepts,Optics,Constructivism (Learning),Foreign Countries,Science Education,Scientific Concepts,Science Activities,Mixed Methods Research,Grade 6,Elementary School Students,Elementary School Teachers,Elementary School Science,Student Surveys

The central roles that modelling plays in the processes of scientific enquiry and that models play as the outcomes of that enquiry are well established (Gilbert &amp; Boulter, 1998). Besides, there are considerable similarities between the processes and outcomes of science and technology (Cinar, 2016). In this study, we discuss how the use of digital tools for modelling geometrical optics supports meaning generation. More specifically, it tests: a) the role of educational software "Law of Light Reflection" in the generation of scientific meanings, b) the factors affecting this meaning generation and c) the extent to which integrated physical concepts, strategies, cooperation and verbal interaction affect scientific meaning generation. The research methodology adopted for the purpose of compliance with these three dimensions is design-based research which enabled us to investigate the effectiveness and the dynamic interaction of the tool with the specific cognitive skills. In this study, we used a specially designed of open-software for modelling on geometrical optics phenomena. The use of digital tools for modelling is studied from two perspectives: inquiry based science learning and scientific meaning generation of the interactive dialogic interaction among 6 students who were assigned to two focus groups, in a public elementary school in Athens, Greece. In this context, we focused on 5 dimensions of analysis that concern inquiry and meaning generation, based on dialogic instances during the described episodes.
Relationship between Preferred and Actual Opinions about Inquiry-Based Instruction Classroom
Author: Nuangchalerm, Prasart
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Opinions,Preferences,Expectation,Inquiry,Active Learning,Practicums,Observation,Lesson Plans,Interviews,Pedagogical Content Knowledge,Theory Practice Relationship,Science Teachers,Correlation,Science Instruction,Statistical Analysis,Likert Scales,Qualitative Research

Based on 10 preservice science teachers in 4 schools, this study presents a detailed analysis of how preservice teacher expectation interacts with school practicum and authentic classroom action of inquiry-based instruction. Classroom observation, lesson plan analysis, and interviews revealed that inquiry-based instruction in the expectation and authentic classroom seems to them not differently perceived. Exploring the relationship of this study allows for teacher preparation program of the mechanisms of the science teacher production. Pedagogical content knowledge is studied and it indicated that preservice science teachers had the highest level of understanding. The implication is that changes in school practices that incubate theory and practice ways increase their role about inquire-based instruction, including science teacher's attributes.
Old Habits Die Hard: An Uphill Struggle against Rules without Reason in Mathematics Teacher Education
Author: O'Meara, Niamh
Date: 2017-00-00
Type: Journal Articles
Subjects: Standards,Mathematics Teachers,Mathematics Education,Teacher Education,Foreign Countries,Mathematical Concepts,Secondary School Teachers,Secondary School Mathematics,Pilot Projects,Preservice Teachers,Teaching Methods,Observation,Qualitative Research,Statistical Analysis

Mathematics teacher educators in the University of Limerick became aware of a lack of conceptual understanding of key mathematics concepts of prospective secondary mathematics teachers through observation on teaching placement and in pedagogy lectures. A pilot study to enhance the conceptual understanding of prospective teachers was carried out with one undergraduate class in 2009/10 and a longer more in-depth programme was offered to all prospective mathematics teachers in the academic year 2011/12. The intervention was designed to get prospective mathematics teachers &quot;thinking&quot; about mathematics topics they have so far taken for granted and hence better prepare them for classroom practice. This retrospective study divulges a number of observations which emerged, the main one being how rote learning and an emphasis on procedural skills at the expense of conceptual understanding results in a cycle of ineffective teaching which is difficult to break.