The Cambridge Handbook of Instructional Feedback

650 Pages·2019·6.685 MB·English

by  Anastasiya A. Lipnevich (editor), Jeffrey K. Smith (editor)

The Cambridge Handbook of Instructional Feedback
This book brings together leading scholars from around the world to
provide their most influential thinking on instructional feedback. The
chapters range from academic, in-depth reviews of the research on
instructional feedback to a case study on how feedback altered the
life-course of one author. Furthermore, it features critical subject
areas – including mathematics, science, music, and even animal
training – and focuses on working at various developmental levels of
learners.
The affective, noncognitive aspects of feedback are also targeted,
such as how learners react emotionally to receiving feedback. The
exploration of the theoretical underpinnings of how feedback changes
the course of instruction leads to practical advice on how to give such
feedbackeffectivelyin a variety ofdiverse contexts. Anyoneinterested
in researching instructional feedback, or providing it in their class or
course, will discover why, when, and where instructional feedback is
effective and how best to provide it.
anastasiya a. lipnevich is an associate professor of educational
psychology and a director of faculty research development at Queens
College and the Graduate Center, the City University of New York.
jeffrey k. smith is a professor in the College of Education at the
University of Otago, New Zealand.
Published online by Cambridge University Press
Published online by Cambridge University Press
The Cambridge Handbook of
Instructional Feedback
Edited by
Anastasiya A. Lipnevich
QueensCollegeandtheGraduateCenter,CityUniversityofNewYork
Jeffrey K. Smith
UniversityofOtago,NewZealand
Published online by Cambridge University Press
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Informationonthistitle:www.cambridge.org/9781107179394
DOI:10.1017/9781316832134
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LibraryofCongressCataloging-in-PublicationData
Names:Lipnevich,AnastasiyaA.,editor.|Smith,JeffreyK.,editor.
Title:TheCambridgehandbookofinstructionalfeedback/edited
byAnastasiyaA.Lipnevich,JeffreyK.Smith.
Description:Cambridge;NewYork,NY:CambridgeUniversityPress,2018.|
Includesbibliographicalreferencesandindex.
Identifiers:LCCN2018021298|ISBN9781107179394(hardback:alk.paper)|
ISBN9781316631317(paperback:alk.paper)
Subjects:LCSH:Feedback(Psychology)|Communicationineducation.
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Contents
List ofFigures pageviii
List ofTables x
List ofContributors xii
Foreword
valerie shute xv
Preface xvii
Acknowledgments xxvi
Part I TheoreticalFoundations: Methodsand Concepts 1
1 Feedback:AttheHeartof–ButDefinitelyNotAll
of–FormativeAssessment
dylan wiliam 3
2 BecomingProficient:AnAlternativePerspective
ontheRoleofFeedback
gordon stobart 29
3 SummativeandFormativeFeedback
susan m. brookhart 52
4 TowardaTaxonomyofWrittenFeedbackMessages
jacqui murray, n. ruth gasson, and jeffrey
k. smith 79
5 MethodsinFeedbackResearch
gavin t. l. brown and lois r. harris 97
Part II Domain-Specific Feedback 121
6 AssessmentFeedbackinPrimarySchoolsinSingapore
andBeyond
kelvin h. k. tan and hwei ming wong 123
7 InstructionalFeedbackinWriting
steve graham 145
8 InstructionalFeedbackinMathematics
marian small and amy lin 169
v
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vi Contents
9 LookingCloselyatMathematicsandScienceClassroomFeedback
Practices:ExaminingArtifacts,Students’Products,andTeachers’
Communications
maria araceli ruiz-primo and heidi kroog 191
10 InstructionalFeedbackinMusic
kelly a. parkes 219
11 FeedbackandNoncognitiveSkills:FromWorkingHypothesesto
Theory-DrivenRecommendationsforPractice
dana murano, jonathan e. martin, jeremy burrus,
and richard d. roberts 240
12 FeedbackinTertiaryEducation:Challengesand
OpportunitiesforEnhancingCurrentPractices
jacques van der meer and phillip dawson 264
13 InstructionalFeedbackinMedicalEducation
joan sargeant and christopher watling 289
14 360-DegreeFeedbackattheWorkplace:ATransformative
LearningPerspective
vidya s. athota and ashish malik 313
Part III Contexts and Sources of Feedback 333
15 Technology-EnhancedFeedback
cassim munshi and christopher c. deneen 335
16 DigitalGamesasToolsforEmbeddedAssessment
bruce d. homer, teresa m. ober, and jan l. plass 357
17 FeedbackintheContextofSelf-Assessment
heidi l. andrade 376
18 ProvidingFormativePeerFeedback:WhatDoWeKnow?
ernesto panadero, anders jonsson, and maryam
alqassab 409
19 Feedback,Correctives,andtheUseofPre-Assessments
thomas r. guskey 432
20 TeacherExpectationsandFeedbackPracticesinSouthAfrican
Schools
anil kanjee 451
21 InteractiveAssessment:CulturalPerspectivesandPractices
intheNexusof“HeartorMind”
masahiro arimoto and ian clark 474
22 InstructionalFeedbackinAnimals
allison b. kaufman and michele m. pagel 504
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Contents vii
Part IV Student Responsesto Feedback 517
23 TheEmotionalDynamicsofFeedbackfromtheStudent’s
PointofView
rick stiggins 519
24 FacilitatingStudents’ActiveEngagementwithFeedback
anders jonsson and ernesto panadero 531
25 PerformanceFeedbackandEmotions
thomas goetz, anastasiya a. lipnevich, maike
krannich, and katarzyna gogol 554
26 TheRelationshipbetweenCreativityandFeedback
molly holinger and james c. kaufman 575
Part V Concluding Remarks 589
27 InstructionalFeedback:Analysis,Synthesis,andExtrapolation
jeffrey k. smith and anastasiya a. lipnevich 591
Index 604
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Figures
1.1 Five key strategies of formative assessment page 23
2.1 A proficiency progression model 35
4.1 Different feedback messages to William’s sentence 80
4.2 Star graphs of the marks awarded to different papers 92
6.1 Trifecta of practices: assessment standards, design, and feedback 135
8.1 An example of an array 171
8.2 An example of a student solution 171
8.3 An example of sets of counters 173
8.4 Student solution 1 177
8.5 Student solution 2 178
8.6 Student solution 3 178
8.7 Student solution demonstrating nonproportional reasoning 179
8.8 Student solution demonstrating informal reasoning 180
8.9 Student solution demonstrating formal solution 180
8.10 Trigonometric ratios and the Pythagorean theorem 181
8.11 Student solution 1 181
8.12 Student solution 2 182
8.13 Student solution 3 183
8.14 Student solution 4 183
8.15 Student solution for determining the number of sections in a circle, 186
if a circle is cut by n lines
8.16 An areas and perimeters problem 187
8.17 Primary grades measurement problem 187
8.18 A number line solution example 188
9.1 Graphical representation of the formative assessment activities used 193
in the DEMFAP project
11.1 Rubric for the measurement topic of behaviors at the fifth grade 252
11.2 ACT Tessera sample student score report 253
12.1 The process of interpreting assessment specifications 272
12.2 Dialogical processes 281
14.1 Individual 360-degree feedback from self, peer, upward, 321
and downward
19.1 The mastery learning instructional process 436
19.2 The forms of pre-assessments 444
viii
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ListofFigures ix
19.3 Percentage of students reaching mastery level performance 446
on a comprehensive final examination
20.1 Examples of different types of feedback 454
21.1 Schematic describing the processes linking cultural 488
value systems, social norms, “positive” learning interactions,
and the dopamine reward-related networks to be found
in the human mid-brain region
24.1 An overview of factors moderating students’ engagement 538
with feedback
25.1 Relations between feedback and emotions: reciprocal causality, 562
moderators, and mediators
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Tables
0.1 Summary of chapters that appear in this volume page xxi
1.1 Possible responses to feedback 15
4.1 Means, standard deviations, and raw values for total 89
number of comments
4.2 Means, standard deviations, and raw values for simple feedback 90
about something not correct
4.3 Codes for variables in the star graphs 91
4.4 Comments made by markers on same material, example 1 93
4.5 Comments made by markers on same material, example 2 93
9.1 Demographics and data collection information for the teachers 195
in the DEMFAP study
9.2 Type of unique artifact: Frequency and percentage 200
9.3 Potential underlying purpose of artifacts by type of artifact: 201
Frequency
9.4 Relationships among artifacts by type of artifact: Frequency 204
9.5 Efficiency of artifacts by type of artifact: Frequency 206
9.6 Type of communication in students’ products: Frequency 207
and percentage
9.7 Characteristics of teachers’ questions as comments by type: 208
Frequencies
9.8 Characteristics of the information observed in the teachers’ 209
comments as statements by type: Frequencies
9.9 Focus of the teachers’ comments as statements by type: 209
Frequencies
9.10 Artifacts in which problems or questions were missed by almost 211
all students by type: Frequency and percentage
11.1 Summary of six feedback recommendations applied to each 254
SEL system
14.1 Sample 360-degree items 317
14.2 Fifteen key questions about 360-degree feedback 322
15.1 Processes where technology enhances feedback 342
17.1 A taxonomy of self-assessment 381
17.2 Summary of reviewed studies of student self-assessment (SA) 384
20.1 Type of written feedback provided by UK primary school 455
teachers (from Elliott et al., 2016)
x
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