Designing Learner-Centred Text-Based Feedback: A Rapid Review and Qualitative Synthesis

Autor/inn/en	Ryan, Tracii; Henderson, Michael; Ryan, Kris; Kennedy, Gregor
Titel	Designing Learner-Centred Text-Based Feedback: A Rapid Review and Qualitative Synthesis
Quelle	In: Assessment & Evaluation in Higher Education, 46 (2021) 6, S.894-912 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ryan, Tracii) ORCID (Henderson, Michael) ORCID (Kennedy, Gregor)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2020.1828819
Schlagwörter	Student Centered Learning; Feedback (Response); Teaching Methods; Research Reports; Guidelines; Teacher Student Relationship; Evaluation Criteria; Higher Education; Construct Validity; Models; Dialogs (Language) + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Research report; Forschungsbericht; Richtlinien; Teacher student relationships; Lehrer-Schüler-Beziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Dialog; Dialogs; Dialogue; Dialogues
Abstract	Current conceptualisations of feedback contend that it should be a learner-centred process. In practice, however, text-based feedback comments from teachers are a convenient and common source of feedback information, despite appearing to be contra-indicative of learner-centred models. This raises the question of how teachers can tackle the design of text-based learner-centred feedback, but at present there is limited empirical evidence available to answer this question. In response, we conducted a rapid review and qualitative synthesis of 95 peer-reviewed scholarly publications on feedback, and appraised the results through the lens of four diverse conceptualisations of learner-centred feedback. This process led to the development of a framework of 12 learner-centred design attributes for text-based feedback, which were organised around three layers of design: contexts, characteristics and components. Each of these design attributes are discussed and practical recommendations are synthesised from the literature. Areas in need of additional empirical research are also highlighted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01