Perspectives and Recent Research on Feedback in the Classroom: Considerations for a Pedagogical and Dialogical Approach
Purpose. This bibliographic essay analyzes the perspectives and recent research on feedback. The central argument supports the importance of studying the phenomenon from this approach to deepen what the teacher-student interaction is like and how students participate, interpret, and use the feedback information to build knowledge. Discussion. The debate focuses on the criticism of the information transmission approach that limits feedback as a monological-unidirectional practice centered on the teacher. In contrast, the socio-constructivist approach understands it as a social phenomenon in which teachers and students interact. However, both perspectives reduce the discussion to the search for a generic model for good practices and limit its function to the achievement of learning as a cognitive product. Conclusions. It is important to enrich the study in the field from a pedagogical and social approach that assumes feedback as an interactive to problematize the dominant perspectives that define its action as a cognitive product related to academic performance in educational contexts.
Agius, N. M. y Wilkinson, A. (2014). Students’ and teachers’ views of written feedback at undergraduate level: A literature review. Nurse Education Today, 34(4), 552-559. https://doi.org/10.1016/j.nedt.2013.07.005
Ajjawi, R. y Boud, D. (2018). Examining the nature and effects of feedback dialogue. Assessment & Evaluation in Higher Education, 43(7), 1106-1119. https://doi.org/10.1080/02602938.2018.1434128
Alexander, R. (2006). Towards dialogic teaching. Rethinking classroom talk (3.a ed.). Dialogos.
Ball, E. C. (2010). Annotation an effective device for student feedback: A critical review of the literature. Nurse Education in Practice, 10(3), 138-143. https://doi.org/10.1016/j.nepr.2009.05.003
Bezemer, J. y Mavers, D. (2011). Multimodal transcription as academic practice: A social semiotic perspective. International Journal of Social Research Methodology, 14(3), 191-206. https://doi.org/10.1080/13645579.2011.563616
Black, P. y Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: principles, policy & practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102
Blikstad-Balas, M. (2017). Key challenges of using video when investigating social practices in education: contextualization, magnification, and representation. International Journal of Research & Method in Education, 40(5), 511-523. https://doi.org/10.1080/1743727X.2016.1181162
Boud, D. y Molloy, E. (Coords.). (2015). El feedback en educación superior y profesional: Comprenderlo y hacerlo bien. Narcea Ediciones.
Brookhart, S. M. (2008). How to give effective feedback to your students. ASCD.
Carless, D. y Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325. https://doi.org/10.1080/02602938.2018.1463354
Carless, D., Salter, D., Yang, M. y Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36(4), 395-407. https://doi.org/10.1080/03075071003642449
Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83(1), 70-120. https://doi.org/10.3102/0034654312474350
Esterhazy, R. y Damşa, C. (2019). Unpacking the feedback process: An analysis of undergraduate students’ interactional meaning-making of feedback comments. Studies in Higher Education, 44(2), 260-274. https://doi.org/10.1080/03075079.2017.1359249
Hattie, J. y Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
Ibarra-Sáiz, M. S., Rodríguez-Gómez, G. y Boud, D. (2020). Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement. Higher Education, 80(1), 137-156. https://doi.org/10.1007/s10734-019-00469-2
Jewitt, C. (2012.) An Introduction to using Video for Research. National Center for Research Methods. http://eprints.ncrm.ac.uk/2259/4/NCRM_workingpaper_0312.pdf
Jonsson, A. (2013). Facilitating productive use of feedback in higher education. Active Learning in Higher Education, 14(1), 63-76. https://doi.org/10.1177/1469787412467125
Jordan, B. y Henderson, A. (1995). Interaction Analysis: Foundations and practice. Journal of the Learning Sciences, 4(1), 39-103. https://doi.org/10.1207/s15327809jls0401_2
Juwah, C., Macfarlane-Dick, D., Matthew, B., Nicol, D., Ross, D. y Smith, B. (2004). Enhancing student learning through effective formative feedback. LTSN. https://www.advance-he.ac.uk/knowledge-hub/enhancing-student-learning-through-effective-formative-feedback
Kluger, A. N. y DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254-284. https://doi.org/10.1037/0033-2909.119.2.254
Lam, R. (2017). Enacting feedback utilization from a task-specific perspective. The Curriculum Journal, 28(2), 266-282. https://doi.org/10.1080/09585176.2016.1187185
Li, J. y de Luca, R. (2014). Review of assessment feedback. Studies in Higher Education, 39(2), 378-393. https://doi.org/10.1080/03075079.2012.709494
Lipnevich, A. A. y Panadero, E. (2021). A review of Feedback models and theories: Descriptions, definitions, and conclusions. Frontiers in Education, 6, 1-29. https://doi.org/10.3389/feduc.2021.720195
Mercer, N. (2010). The analysis of classroom talk: Methods and methodologies. British Journal of Educational Psychology, 80(1), 1-14. https://doi.org/10.1348/000709909X479853
Nicol, D. (2021). The power of internal feedback: Exploiting natural comparison processes. Assessment & Evaluation in Higher Education, 46(5), 756-778. https://doi.org/10.1080/02602938.2020.1823314
Nicol, D. (2010). From monologue to dialogue: improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35(5), 501-517. https://doi.org/10.1080/02602931003786559
Penlington, C. (2008). Dialogue as a catalyst for teacher change: A conceptual analysis. Teaching and Teacher Education, 24(5), 1304-1316. https://doi.org/10.1016/j.tate.2007.06.004
Ramaprasad, A. (1983). On the definition of feedback. Behavioral Science, 28(1), 4-13. https://doi.org/10.1002/bs.3830280103
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144. https://doi.org/10.1007/BF00117714
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189. https://doi.org/10.3102/0034654307313795
Snell, J. (2011). Interrogating video data: Systematic quantitative analysis versus micro‐ethnographic analysis. International Journal of Social Research Methodology, 14(3), 253-258. https://doi.org/10.1080/13645579.2011.563624
Steen-Utheim, A. y Wittek, A. L. (2017). Dialogic feedback and potentialities for student learning. Learning, Culture and Social Interaction, 15, 18-30. https://doi.org/10.1016/j.lcsi.2017.06.002
Sutton, P. (2012). Conceptualizing feedback literacy: Knowing, being, and acting. Innovations in Education and Teaching International, 49(1), 31-40. https://doi.org/10.1080/14703297.2012.647781
Van der Kleij, F., Adie, L. E. y Cumming, J. J. (2019). A meta-review of the student role in feedback. International Journal of Educational Research, 98, 303-323. https://doi.org/10.1016/j.ijer.2019.09.005
Wegerif, R. (2017). Dialogic education. University of Cambrige.
Winstone, N. E., Nash, R. A., Parker, M. y Rowntree, J. (2017). Supporting learners’ agentic engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist, 52(1), 17-37. https://doi.org/10.1080/00461520.2016.1207538
Wisniewski, B., Zierer, K. y Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology, 10, 1-14. https://doi.org/10.3389/fpsyg.2019.03087
1. In case the submitted paper is accepted for publication, the author(s) FREELY, COSTLESS, EXCLUSIVELY AND FOR AN INDEFINITE TERM transfer copyrights and patrimonial rights to Universidad Nacional (UNA, Costa Rica). For more details check the Originality Statement and Copyright Transfer Agreement
2. REUTILIZATION RIGHTS: UNA authorizes authors to use, for any purpose (among them selfarchiving or autoarchiving) and to publish in the Internet in any electronic site, the paper´'s final version, both approved and published (post print), as long as it is done with a non commercial purpose, does not generate derivates without previous consentment and recognizes both publisher's name and authorship.
3. The submission and possible publication of the paper in the Educare Electronic Journal is ruled by the Journal’s editorial policies, the institutional rules of Universidad Nacional and the laws of the Republic of Costa Rica. Additionally, any possible difference of opinion or future dispute shall be settled in accordance with the mechanisms of Alternative Dispute Resolution and the Costa Rican Jurisdiction.
4. In all cases, it is understood that the opinions issued are those of the authors and do not necessarily reflect the position and opinion of Educare, CIDE or Universidad Nacional, Costa Rica.
5. The papers published by Educare Electronic Journal use a Creative Commons License: