Skip to main navigation menu Skip to main content Skip to site footer

Articles/Articoli

Vol. 12 No. 2 (2021): Evaluation, feedback, equity: a challenge in education

A study of feedback satisfaction in two online college courses

DOI
https://doi.org/10.3280/ess2-2021oa12487
Submitted
settembre 7, 2021
Published
2021-12-21

Abstract

In this study, which examines the online courses Planning and Evaluation of Teaching and Experimental Activities for Early Childhood at the IUL Telematic University, we analyzed the evaluation forms completed by the trainees at the end of the training course during four academic years (2017/2018, 2018/2019, 2019/2020, 2020/2021) in order to observe the satisfaction of a teaching approach strongly oriented towards a very structured feedback process. The judgments of the trainees were analyzed on aspects related to the appropriateness of the group and telecommunication communication tools provided by the training platform, on the multimedia means and languages prepared by the teachers and tutor, and on the ability of the teachers to motivate interest in the discipline. The main observation reached is that the overall satisfaction of the students is predominant especially in the presence of elements such as: the facilitation of confrontation with peers (internal feedback); the continuous restitution of the teachers and the mediation of the disciplinary tutor (external feedback).

References

  1. Aquario D. (2019). Quale Valutazione per l’apprendimento? Verso la promozione di una assessment identity. Italian Journal of educational research, No. Speciale, 29-44. DOI: 10.7346/SIRD-1S2019-P29.
  2. Baehr M. (2007). Distinctions between assessment and evaluation. In: Beyerlein S.W., Holmes C. and Apple D.K., Eds., Faculty guidebook: A comprehensive tool for improving faculty performance (4th ed.) (pp. 441-444). Lisle, IL: Pacific Crest. DOI: 10.1.1.475.8250.
  3. Bennett R.E. (2011). Formative assessment: A critical review. Assessment in educa-tion: principles, policy & practice, 18(1): 5-25. DOI: 10.1080/0969594X.2010.513678.
  4. Black P.J., Wiliam D. (1998). Assessment and classroom learning. Assessment in Education: Principles Policy and Practice, 5(1): 7-73. DOI: 10.1080/0969595980050102.
  5. Bloom B.S. (1969). Some theoretical issues relating to educational evaluation. In: Educational evaluation: New roles, new means. The 63rd yearbook of the National Society for the Study of Education, part 2 (Vol. 69). Chicago, IL: Universi-ty of Chicago Press. DOI: 10.1080/00131727709336289.
  6. Brown S. (2005). Assessment for learning. Learning and teaching in higher education, (1): 81-89. URL http://eprints.glos.ac.uk/id/eprint/3607.
  7. Boston C. (2002). The concept of formative assessment. Practical Assessment, Research, and Evaluation, 8(1): 9. DOI: 10.7275/kmcq-dj31.
  8. Capperucci D. (2010). La valutazione degli apprendimenti in ambito scolastico. Milano: FrancoAngeli.
  9. Carless D. (2020). From teacher transmission of information to student feedback literacy: Activating the learner role in feedback processes. Active Learning in Higher Education: 1-11. DOI: 10.1177/1469787420945845.
  10. Domenici G. (2012). Valutazione e autovalutazione come risorse aggiuntive nei processi di istruzione. Education Sciences & Society, 2(2): 69-82.
  11. Ellerani P.G. (2006). Per una valutazione «autentica». Innovazione educativa, 14(2): 50-56.
  12. Hattie J., Timperley H. (2007). The power of feedback. Review of educational research, 77(1): 81-112. DOI: 10.3102/003465430298487.
  13. Heritage M. (2007). Formative assessment: What do teachers need to know and do?. Phi Delta Kappan, 89(2): 140-145. DOI: 10.1177/003172170708900210.
  14. Heritage M., Kim J., Vendlinski T. and Herman J. (2009). From evidence to action: A seamless process in formative assessment?. Educational measurement: issues and practice, 28(3): 24-31. DOI: 10.1111/j.1745-3992.2009.00151.x.
  15. Heritage M. (2018). Assessment for learning as support for student self-regulation. The Australian Educational Researcher, 45(1): 51-63. DOI: 10.1007/s13384-018-0261-3.
  16. Iavarone M. L., Lo Presti F. and Stangherlin O. (2017). Didattiche partecipative e ruolo del feedback attraverso tecnologie gamebased. Form@re, 17(1). DOI: DOI: 10.13128/formare-20239.
  17. Nicol D. (2019). Reconceptualising feedback as an internal not an external process. Italian Journal of Educational Research, No. Speciale Maggio, 71-83. DOI: 10.7346/SIRD-1S2019-P71.
  18. Nicol D. (2021) The power of internal feedback: exploiting natural comparison processes, Assessment & Evaluation in Higher Education, 46(5): 756-778. DOI: 10.1080/02602938.2020.1823314.
  19. Pellerey M. (2014). La forza della realtà nell’agire educativo. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 1(9): 63-81. DOI: 10.7358/ecps-2014-009-pell.
  20. Pryor J., Crossouard B. (2008). A socio‐cultural theorisation of formative assessment. Oxford review of Education, 34(1): 1-20. DOI: 10.1080/03054980701476386.
  21. Richards K., Bell T. and Dwyer, A. (2017). Training sessional academic staff to pro-vide quality feedback on university students' assessment: Lessons from a faculty of law learning and teaching project. The Journal of Continuing Higher Educa-tion, 65(1): 25-34. DOI: 10.1080/07377363.2017.1272043.
  22. Rushton A. (2005). Formative assessment: a key to deep learning?. Medical teacher, 27(6): 509-513. DOI: 10.1080/01421590500129159.
  23. Scierri I.D.M., Batini F. (2018). La valutazione per favorire l'apprendimento: il caso di un corso di studi universitario. Lifelong Lifewide Learning, 14(31): 110-123. DOI: 10.19241/lll.v14i31.109.
  24. Scriven M. (1967). The methodology of evaluation. In: Tyler R.W., Gagné R.M. and Scriven M., Eds., Perspectives of curriculum evaluation, Vol. 1, 39-83. Chicago, IL: Rand McNally.
  25. Scott S. (2008). Improving student satisfaction with feedback: Final Report on a Pro-ject Undertaken in the Faculties of Arts & Social Sciences and of Law at Unsw. Reperibile in https://www.teaching.unsw.edu.au/sites/default/files/upload-files/scottreport.pdf.
  26. Storai F. (2020). La progettazione unitaria. In: Capperucci D., Franceschini G. (a cura di). Introduzione alla pedagogia e alla didattica dell’inclusione scolastica. Riferimenti culturali, normativi, metodologici. Milano: goWare & Guerini Associati.
  27. Trinchero R. (2012). Costruire, valutare, certificare competenze. Proposte di attività per la scuola. Roma: FrancoAngeli.
  28. Trinchero R. (2020). The role of self-assessment of learning in university education. Ideas from field research. Form@re-Open Journal per la formazione in rete, 20(1): 93-114. DOI: 10.13128/form-8245.
  29. Vygotsky L.S. (1980). Mind in society: The development of higher psychological processes. Harvard: University press.
  30. Yorke M. (2003). Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice. Higher education, 45(4): 477-501. DOI: 10.1023/A:1023967026413.
  31. Zan R. (2007). Difficoltà in matematica. Osservare, interpretare, intervenire. Milano: Springer.

Metrics

Metrics Loading ...