A meta-review of the student role in feedback
Journal article
van der Kleij, Fabienne Schoenmaker, Adie, Lenore and Cumming, Joy. (2019). A meta-review of the student role in feedback. International Journal of Educational Research. 98, pp. 303 - 323. https://doi.org/10.1016/j.ijer.2019.09.005
Authors | van der Kleij, Fabienne Schoenmaker, Adie, Lenore and Cumming, Joy |
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Abstract | Recent formative assessment research recognises the need for students to be active participants in feedback processes. This meta-review investigates evolution and reconceptualization of the student role in feedback research reviews published since 1969. Sixty-eight relevant reviews were identified, systematically coded and analysed. Four student role categories were established: no student role (transmission model); limited student role (information processing model); some student role (communication model); and substantial student role (dialogic model). While reviews have evolved towards the student-centred perspective, this is not a linear progression over time and critical ideas about the student role in feedback have been overlooked or only partially or simplistically adopted. The findings will assist researchers to understand assumptions about student roles in previous feedback research. |
Keywords | Feedback; Meta-review; Student role; Formative assessment |
Year | 2019 |
Journal | International Journal of Educational Research |
Journal citation | 98, pp. 303 - 323 |
Publisher | Elsevier Ltd |
ISSN | 0883-0355 |
Digital Object Identifier (DOI) | https://doi.org/10.1016/j.ijer.2019.09.005 |
Scopus EID | 2-s2.0-85072762771 |
Page range | 303 - 323 |
Research Group | Institute for Learning Sciences and Teacher Education (ILSTE) |
Publisher's version | File Access Level Controlled |
Place of publication | United Kingdom |
Editors | A. Thurston |
https://acuresearchbank.acu.edu.au/item/856v4/a-meta-review-of-the-student-role-in-feedback
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