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A review of educational dialogue strategies to improve academic writing skills

Published on Nov 14, 2018in Active Learning in Higher Education2.294
· DOI :10.1177/1469787418810663
Marlies Schillings1
Estimated H-index: 1
(UM: Maastricht University),
Herma Roebertsen2
Estimated H-index: 2
(UM: Maastricht University)
+ 1 AuthorsDiana H. J. M. Dolmans42
Estimated H-index: 42
(UM: Maastricht University)
Source
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 en...
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  • Citations (1)
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References70
Newest
#1David Carless (HKU: University of Hong Kong)H-Index: 29
#2David Boud (Deakin University)H-Index: 58
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-...
58 CitationsSource
#1Qiyun Zhu (Guangdong University of Foreign Studies)H-Index: 1
#2David Carless (Guangdong University of Foreign Studies)H-Index: 29
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 u...
7 CitationsSource
#1Charlotte Chalmers (Edinburgh Napier University)H-Index: 2
#2Elaine Mowat (Edinburgh Napier University)H-Index: 2
Last. Maggie ChapmanH-Index: 1
view all 3 authors...
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...
7 CitationsSource
#1Bart Huisman (LEI: Leiden University)H-Index: 5
#2Nadira Saab (LEI: Leiden University)H-Index: 10
Last. Paul van den Broek (LEI: Leiden University)H-Index: 44
view all 4 authors...
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...
5 CitationsSource
#1Louise Bunce (University of Winchester)H-Index: 6
#2Amy Baird (University of Winchester)H-Index: 1
Last. Siân E. Jones (Lond: University of London)H-Index: 5
view all 3 authors...
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...
78 CitationsSource
#1Fuhui Zhang (Northeast Normal University)H-Index: 1
#2Christian D. Schunn (University of Pittsburgh)H-Index: 39
Last. Alok Baikadi (University of Pittsburgh)H-Index: 4
view all 3 authors...
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...
5 CitationsSource
#1David Carless (HKU: University of Hong Kong)H-Index: 29
#2Kennedy Kam Ho Chan (HKU: University of Hong Kong)H-Index: 3
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...
26 CitationsSource
#1Mark Carver (University of Cumbria)H-Index: 2
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...
1 CitationsSource
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...
9 CitationsSource
#1Edd Pitt (UKC: University of Kent)H-Index: 5
#2Lin Norton (Liverpool Hope University)H-Index: 14
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...
36 CitationsSource
Cited By1
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#1Fabienne van der Kleij (ACU: Australian Catholic University)H-Index: 9
#2Lenore Adie (ACU: Australian Catholic University)H-Index: 11
Last. Joy Cumming (ACU: Australian Catholic University)H-Index: 11
view all 3 authors...
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 ...
1 CitationsSource