Teachers intentions and students perceptions of written feedback by Kim Dirkx (OUNL)

1. EMPOWER is a programme of EADTU that supports
universities in their transition to online and blended education.
EMPOWER consists of around 80 experts from all over
Europe divided over 12 expert pools.
In this programme we organise various activities like on-site
visits at universities, leadership academies and free webinars
like this one.

2. e-asseassesment
Use of digital technologies in different
devices to create, distribute, assess and
provide feedback for formative,
summative, diagnostic or
self-assessment along the
learning process.

3. Diagnostic
¿Ready?
Testing student’ s
level before a new
learning process
BEFORE
• Monitoring and self-
monitoring along the
learning-in-process
• It helps identifying
gaps and scaffolding
• Ungraded
DURING
• Final evaluation of
student’ s learning
outcomes (e.g at the end
of a unit, task, activity,
exam, etc,) against some
benchmark or standard
• Graded
AFTER
Formative Summative

4. Teachers intentions and students
perceptions of written feedback
Dr. Kim Dirkx
In collaboration with Jorik Arts (Fontys), Desirée Joosten-ten Brinke
(Fontys and OU) and Migchiel van Diggelen (TuE and OU)

5. Context
https://www.onlinewritingjobs.com/why-write-for-us/

6. Context
https://anotheryearoftesol.weebly.com/blog/the-challenge-of-written-feedback

7. Introduction into feedback
“information provided by an agent (e.g., teacher,
peer, book, parent, self, experience) regarding
aspects of one’s performance or understanding”
(Hattie & Timperley, 2007, p. 81).

8. Three foci of feedback
Where is
the learner
going?
Hattie and Timperley
(2007); Black & William
(2009)

9. Feedup
Three foci of feedback
Where is
the learner
going?
Hattie and Timperley
(2007); Black & William
(2009)

10. Three foci of feedback
Where is
the learner
going?
Where is
the learner
right now?
Hattie and Timperley
(2007); Black & William
(2009)

11. Three foci of feedback
Feedback
Where is
the learner
going?
Where is
the learner
right now?
Hattie and Timperley
(2007); Black & William
(2009)

12. Three foci of feedback
How to get
there?
Where is
the learner
going?
Where is
the learner
right now?
Hattie and Timperley
(2007); Black & William
(2009)

13. Three foci of feedback
Feedforward
How to get
there?
Where is
the learner
going?
Where is
the learner
right now?
Hattie and Timperley
(2007); Black & William
(2009)

14. Four different levels
Task level
Information on how
well the task is
performed

15. Four different levels
Task level
Information on how
well the task is
performed
Process
Information on the
main processes
needed to perform
the task

16. Four different levels
Task level
Information on how
well the task is
performed
Process
Information on the
main processes
needed to perform
the task
Self regulation
Information that
stimulates reflections
on the task

17. Four different levels
Task level
Information on how
well the task is
performed
Process
Information on the
main processes
needed to perform
the task
Self regulation
Information that
stimulates reflections
on the task
Self
Personal evaluations
and affect about the
learner

18. Poll
Which kind of feedback do you usally provide?
1. Task level
Information on how
well the task is
performed
2. Process
Information on the
main processes
needed to perform
the task
3. Self regulation
Information that
stimulates reflections
on the task
4. Self
Personal evaluations
and affect about the
learner

19. Other typologies
• Glover and Brown (2006)
– Indications; Corrections; and Indications or corrections with an
explanation
• Wolsey (2008)
– Simple affirmations, Complex affirmations, Clarifications,
Observations, Corrections to content, Questions, Corrections to
spelling, Exploratory, Personal.
• Alvarez et al., (2012)

20. Typology by Alvarez et al., (2012)
Label Description
Clarification Elucidation of ideas, reformulations, completing an idea in
relation to the content.
Affirmation/negotiation Stating whether something is true or not.
Argumentation Includes well-argues reflections, personal opinions or
observations regarding the content in a well-argued manner,
justifications, explanations etc.
Personal opinions Ideas or interpretations on the context, lined to their own
personal experiences.
Correction Comments regarding the rules to be followed, the
assignment requirements, the content.
Question Request for explanation, clarification.
Suggestion Advice on how to proceed or progress. Invitation to explore,
expand or improve the work.

21. Why are typologies so important?
• Determination of what is effective feedback
• Improve communication
• Practice what you preach (in teacher training)

22. Besides different tyopologies…
• There are also different modi…
– Cover sheets
– Track changes and comments in Word
– Rubrics….

23. Poll
How do you generally provide feedback on written
work?
1. In the text with comments and/or track changes
2. Using a cover sheet
3. Using rubrics
4. Using a combination of the above options

24. Aim
To gain deeper insight in the function of different
feedback channels and map the actual feedback
practice to teachers’ intentions in order to stimulate
effective feedback practices of (prospective)
teacher(s) (trainers).

25. Method
Hattie &
Timperley (2007)
Hattie &
Timperley (2007)
Alvarez et al.,
(2012)
Feedup,
Feedback,
Feedforward
Task, Process,
Regulation, Self
Clarification,
Affirmation,
Argumentation,
Question,
Suggestions,
Correction,
Personal opinion

26. Method

27. Method
Feedback
Task
Question
comment

28. Method
Feedback
Task
Correction

29. Method
The comments I provide are
mainly meant as .. Feedback,
Feedup, Feedforward
The comments I provide are
mainly aimed at .. the task, the
process, self regulation, the self
The comments I provide mainly
contain… corrections,
suggestions….

30. Method
Clarifications
Argumentations
Affirmations
Personal opinionCorrections
Questions
Suggestions
Actual comments Self reported
Clarifications 10 0
Argumentations 15 10
Affirmations 0 5
Personal opinion 5 10
Corrections 30 30
Questions 20 5
Suggestions 15 5
Murray et al., (2018)

31. Results
Text Rubric
FocusLevelFunction
task
process
regulation
person
task
process
regulation
person
Feedup
feedbackfeedforward
Cl
Af
Arg
POCo
Que
Sug
Cl
Af
Arg
POCo
Que
Sug

32. Discussion and future research
48
• Include student perceptions
• Focus on content and modus of feedback (e.g., “Holistic”
feedback)
• Social presence and feedback
• Longitudinal feedback
• Feedback dialogue
 Concrete guidelines on effective feedback strategies on a mirco
level

33. Want to keep updated?
https://www.researchgate.net/profile/Kim_Dirkx
49