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A review of educational dialogue strategies to improve academic writing skills

Published on Nov 14, 2018in Active Learning in Higher Education2.29
· DOI :10.1177/1469787418810663
Marlies Schillings (UM: Maastricht University), Herma Roebertsen1
Estimated H-index: 1
(UM: Maastricht University)
+ 1 AuthorsDiana Dolmans37
Estimated H-index: 37
(UM: Maastricht University)
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Abstract
Written feedback plays a key role in the acquisition of academic writing skills. Ideally, this feedback should include feed up, feed back and feed forward. However, written feedback alone is not enough to improve writing skills; students often struggle to interpret the feedback received and enhance their writing skills accordingly. Several studies have suggested that dialogue about written feedback is essential to promote the development of these skills. Yet, evidence of the effectiveness of face-to-face dialogue remains inconclusive. To bring this evidence into focus, we conducted a literature review of face-to-face dialogue intervention studies. The emphasis was on key elements of the interventions and outcomes in terms of student perceptions and other indicators, and the methodological characteristics of the studies. Subsequently, we analysed each selected intervention for the presence of feed-up, feed-back and feed-forward information. Most interventions used all three feedback elements – notably asse...
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Published on Nov 17, 2018in Assessment & Evaluation in Higher Education2.47
David Carless27
Estimated H-index: 27
(HKU: University of Hong Kong),
David Boud58
Estimated H-index: 58
(Deakin University)
AbstractStudent feedback literacy denotes the understandings, capacities and dispositions needed to make sense of information and use it to enhance work or learning strategies. In this conceptual paper, student responses to feedback are reviewed and a number of barriers to student uptake of feedback are discussed. Four inter-related features are proposed as a framework underpinning students’ feedback literacy: appreciating feedback; making judgments; managing affect; and taking action. Two well-...
Published on Jun 7, 2018in Higher Education Research & Development1.82
Qiyun Zhu1
Estimated H-index: 1
(Guangdong University of Foreign Studies),
David Carless27
Estimated H-index: 27
(Guangdong University of Foreign Studies)
ABSTRACTPeer feedback carries a number of potential benefits to students, yet how they learn in the process remains under-researched. Building on ideas of feedback as dialogue, this study aims to unpack the respective perceptions of the provider and the receiver of peer feedback in relation to the benefits and challenges of dialogue about academic writing. Data were collected through classroom observations, interviews and journals at a university in southern China. Two key inter-related benefits...
Published on Mar 1, 2018in Active Learning in Higher Education2.29
Charlotte Chalmers1
Estimated H-index: 1
(Edinburgh Napier University),
Elaine Mowat1
Estimated H-index: 1
(Edinburgh Napier University),
Maggie Chapman1
Estimated H-index: 1
The setting, marking and providing feedback on assessments form an important part of a tutor’s role. Studies into the use of feedback and how it is interpreted by students indicate a mismatch between what students are looking for and what tutors think they are giving. Tutors comment that students are more interested in the mark than the feedback, and yet students indicate that they do not get enough feedback or that it is not useful. This study investigates student and staff perceptions of the l...
Published on Nov 10, 2017in Higher Education Research & Development1.82
Bart Huisman3
Estimated H-index: 3
(LEI: Leiden University),
Nadira Saab9
Estimated H-index: 9
(LEI: Leiden University)
+ 1 AuthorsPaul van den Broek42
Estimated H-index: 42
(LEI: Leiden University)
ABSTRACTThere does not appear to be consensus on how to optimally match students during the peer feedback process: with same-ability peers (homogeneously) or different-ability peers (heterogeneously). In fact, there appears to be no empirical evidence that either homogeneous or heterogeneous student matching has any direct effect on writing performance. The current study addressed this issue in the context of an academic writing task. Adopting a quasi-experimental design, 94 undergraduate studen...
Published on Nov 2, 2017in Studies in Higher Education2.85
Louise Bunce5
Estimated H-index: 5
(University of Winchester),
Amy Baird1
Estimated H-index: 1
(University of Winchester),
Siân Emily Jones4
Estimated H-index: 4
(Lond: University of London)
Students studying at universities in England have been defined as customers by the government since the introduction of student tuition fees. Although this approach has been rejected by educators, there is a lack of empirical evidence about the extent to which students express a consumer orientation and its effects on academic performance. These issues were examined in the current study by surveying 608 undergraduates at higher education institutions in England about their consumer attitudes and...
Published on Oct 1, 2017in Instructional Science1.58
Fuhui Zhang1
Estimated H-index: 1
(Northeast Normal University),
Christian D. Schunn37
Estimated H-index: 37
(University of Pittsburgh),
Alok Baikadi4
Estimated H-index: 4
(University of Pittsburgh)
Building upon self-regulated learning theories, we examined the nature of student writing goals and the relationship of these writing goals to revision alone and in combination with two other important sources of students’ self-regulated revision—peer comments on their writing, and reflections for their own writing obtained from reviewing others’ writing. Data were obtained from a large introductory undergraduate class in the context of two 1000-word writing assignments involving online peer rev...
Published on Aug 18, 2017in Assessment & Evaluation in Higher Education2.47
David Carless27
Estimated H-index: 27
(HKU: University of Hong Kong),
Kennedy Kam Ho Chan3
Estimated H-index: 3
(HKU: University of Hong Kong)
AbstractThe analysis of exemplars is a potentially powerful way of acquainting students with academic standards and supporting their capacities to make informed academic judgements. This paper investigates the role of dialogue in supporting students to develop their appreciation of the nature of quality work. The research derives from a project involving nine teachers in a Faculty of Education, and uses data from a single case to analyse the dialogic use of exemplars. The findings illustrate how...
Published on Jul 1, 2017in Active Learning in Higher Education2.29
Josh McCarthy5
Estimated H-index: 5
This article explores the efficacy of formative assessment feedback models in higher education. Over 1 year and two courses, three feedback techniques were trialled: staff-to-student feedback in class, peer-to-peer feedback in class and peer-to-peer feedback online, via the Cafe, an e-learning application hosted by Facebook. Every 2 weeks, students were required to bring work-in-progress to tutorial classes and discuss their work with their peers and tutors. In alternating weeks, students posted...
Published on May 19, 2017in Assessment & Evaluation in Higher Education2.47
Edd Pitt5
Estimated H-index: 5
(UKC: University of Kent),
Lin Norton13
Estimated H-index: 13
(Liverpool Hope University)
Since the introduction of the National Student Survey (NSS) in 2005, like many other institutions, the university where this study took place has expended substantial effort in improving the quality of feedback to students. However, despite much research, changes in pedagogical approaches and shifts in conceptual understanding related to feedback practice, assessment and feedback still receive the lowest satisfaction ratings in the NSS. Lecturers are discouraged when students fail to take note o...
Published on Jan 1, 2017in Journal of Academic Writing
Mark Carver2
Estimated H-index: 2
(University of Cumbria)
As part of well-planned formative assessment, feedback can help students to understand the demands of a summative assessment task, evaluate their current level of performance, and then find ways to close the gap. As students take a more active role in this process, their feedback can be thought of as becoming ‘feedforward’ since it serves a specific purpose and drives student action. As the value of formative assessment design is becoming emphasised in higher education, summative assessment prac...
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