- -

Electronic Feedback: Pedagogical Considerations for the Implementation of Software

RiuNet: Repositorio Institucional de la Universidad Politécnica de Valencia

Compartir/Enviar a

Citas

Estadísticas

  • Estadisticas de Uso

Electronic Feedback: Pedagogical Considerations for the Implementation of Software

Mostrar el registro sencillo del ítem

Ficheros en el ítem

Thumbnail
Nombre: García-Yeste - ...
Tamaño: 549.8Kb
Formato: PDF
Descripción: Versión editorial
Abrir
[HTML]
Nombre: García-Yeste - ...
Tamaño: 35.07Kb
Formato: HTML
Descripción: Versión editorial
Abrir
dc.contributor.author García-Yeste, Miguel es_ES
dc.date.accessioned 2020-03-09T13:14:41Z
dc.date.available 2020-03-09T13:14:41Z
dc.date.issued 2013-09-29
dc.identifier.issn 1695-2618
dc.identifier.uri http://hdl.handle.net/10251/138539
dc.description.abstract [EN] As university lecturers, we often struggle to provide our students with good quality feedback in a consistent manner. This is usually caused by the increasing imbalance in teacher-student ratios (Hounsell et al., 2008), as well as the pressure of academic life and the lack of time (Sadler, 2010). In addition, assessment practices should be transparent enough to ensure all students are evaluated in a similar way (O’Donovan et al., 2004), especially when different instructors teach different groups of students taking the same course. This paper, which focuses on designing a feedback scheme that helps instructors to provide good quality feedback in a consistent manner, begins with a needs analysis based on the author’s experience as an instructor of academic writing in English. A literature review follows, focusing on: (a) the scholarship on feedback in higher education; and (b) the research on the use of technology for the provision of feedback. Finally, a feedback scheme is presented, and some guidelines for its implementation are provided. es_ES
dc.language Inglés es_ES
dc.publisher Universitat Politècnica de València es_ES
dc.relation.ispartof The EuroCALL Review es_ES
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject Formative feedback es_ES
dc.subject Literature review es_ES
dc.subject Electronic feedback es_ES
dc.subject Software es_ES
dc.subject Self-regulation es_ES
dc.title Electronic Feedback: Pedagogical Considerations for the Implementation of Software es_ES
dc.type Artículo es_ES
dc.identifier.doi 10.4995/eurocall.2013.9789
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation García-Yeste, M. (2013). Electronic Feedback: Pedagogical Considerations for the Implementation of Software. The EuroCALL Review. 21(2):39-48. https://doi.org/10.4995/eurocall.2013.9789 es_ES
dc.description.accrualMethod OJS es_ES
dc.relation.publisherversion https://doi.org/10.4995/eurocall.2013.9789 es_ES
dc.description.upvformatpinicio 39 es_ES
dc.description.upvformatpfin 48 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.volume 21 es_ES
dc.description.issue 2 es_ES
dc.relation.pasarela OJS\9789 es_ES
dc.description.references Alesón, M. et al. (2006). "Assessment and online feedback: Using a written text correction programme". Proceedings of the XXIV International AESLA Conference Madrid: UNED. es_ES
dc.description.references Cabero, J. (2001). Tecnología educativa. Dise-o y utilización de medios de ense-anza. Barcelona: Paidós. es_ES
dc.description.references Carless, D. et al. (2011). "Developing Sustainable Feedback Practices". Studies in Higher Education, 36(4): 395-407. https://doi.org/10.1080/03075071003642449 es_ES
dc.description.references Case, S. (2007). "Reconfiguring and realigning the assessment feedback processes for an undergraduate criminology degree". Assessment & Evaluation in Higher Education, 32(3): 285-299. https://doi.org/10.1080/02602930600896548 es_ES
dc.description.references Cumming, A. (1989). "Writing Expertise and Second-Language Proficiency". Language Learning, 39: 81-135. https://doi.org/10.1111/j.1467-1770.1989.tb00592.x es_ES
dc.description.references DiGiovanni, E. and Nagaswami, G. (2001). "Online peer review: an alternative to face-to-face?" ELT journal 55(3): 263-272. https://doi.org/10.1093/elt/55.3.263 es_ES
dc.description.references Hedgcock, J. & Lefkowitz, N. (1994). "Feedback on feedback: Assessing learner receptivity to teacher response in L2 composing". Journal of Second Language Writing 3(2): 141-163. https://doi.org/10.1016/1060-3743(94)90012-4 es_ES
dc.description.references Holmes, M. (1996). "Marking student work on the computer." The Internet TESL Journal 2(9). es_ES
dc.description.references Hounsell, D. et al. (2008). "The quality of guidance and feedback to students". Higher Education Research & Development 27(1): 55-67. https://doi.org/10.1080/07294360701658765 es_ES
dc.description.references Hyland, F. (2003). "Focusing on form: student engagement with teacher feedback". System 31(2): 217-230. https://doi.org/10.1016/S0346-251X(03)00021-6 es_ES
dc.description.references Krajka, J. (2002) "Correcting student work with the computer - using dedicated software and a word processor". Teaching English with Technology. A Journal for Teachers of English 2(4) [retrieved from: http://www.iatefl.org.pl/call/j_tech10.htm]. es_ES
dc.description.references McCune, V., & Hounsell, D. (2005). "The development of students' ways of thinking and practising in three final-year biology courses". Higher Education, 49(3): 255-289. https://doi.org/10.1007/s10734-004-6666-0 es_ES
dc.description.references Mooij, T. (2009). "Education and ICT-based self-regulation in learning: Theory, design and implementation". Education and Information Technologies, 14(1): 3-27. https://doi.org/10.1007/s10639-008-9066-8 es_ES
dc.description.references Nicol, D. (2006). "Increasing success in first year courses: Assessment re-design, self-regulation and learning technologies". Proceedings of the 23rd annual ascilite conference. es_ES
dc.description.references Nicol, D. J., & Macfarlane‐Dick, D. (2006). "Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice". Studies in higher education, 31(2): 199-218. https://doi.org/10.1080/03075070600572090 es_ES
dc.description.references O'Donovan, B. et al. (2004). "Know what I mean? Enhancing student understanding of assessment standards and criteria". Teaching in Higher Education, 9(3): 325-335. https://doi.org/10.1080/1356251042000216642 es_ES
dc.description.references Perkins, D. (2007). "Theories of difficulty". In Entwistle, N. Student learning and university teaching. BJEP Monograph Series II, Number 4-Student Learning and University Teaching, 1(1): 1-18. es_ES
dc.description.references Sadler, D. R. (2010). "Beyond feedback: Developing student capability in complex appraisal". Assessment & Evaluation in Higher Education, 35(5): 535-550. https://doi.org/10.1080/02602930903541015 es_ES
dc.description.references Thomas, J. (2004). "Using computers in correcting written work". Teaching English with Technology, 4(3): 1-8. es_ES
dc.description.references Tuzi, F. (2004). "The impact of e-feedback on the revisions of L2 writers in an academic writing course". Computers and Composition, 21(2): 217-235. https://doi.org/10.1016/j.compcom.2004.02.003 es_ES
dc.description.references Ware, P., & Warschauer, M. (2006). "Automated writing evaluation: Defining the classroom research agenda". Language teaching research, 10(2): 157-180. https://doi.org/10.1191/1362168806lr190oa es_ES


Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro sencillo del ítem