What feedback do students expect for effective learning?

Titolo Rivista EDUCATION SCIENCES AND SOCIETY
Autori/Curatori Francesca Storai, Ilaria Salvadori
Anno di pubblicazione 2023 Fascicolo 2023/1
Lingua Inglese Numero pagine 12 P. 298-309 Dimensione file 0 KB
DOI 10.3280/ess1-2023oa15286
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What do students expect from their teachers’ feedback? The article aims to focus on the expectations of a sample of university students regarding the feedback provided by their professors. The topic is addressed taking as a reference Hattie and Timperley’s model (2007) consisting of three dimensions: Feed up, Feed back, Feed forward. The questionnaire submitted to a sample of 140 students is intended as an initial test to be validated and administered to a larger sample at a later stage of the research. In this first phase, the results suggest that all the dimensions of the feedback are important, above all, the centrality of the professor's active involvement in the learning process that facilitates the student's self-regulatory and internal learning process

What do students expect from their teachers’ feedback? The article aims to focus on the expectations of a sample of university students regarding the feedback provided by their professors. The topic is addressed taking as a reference Hattie and Timperley’s model (2007) consisting of three dimensions: Feed up, Feed back, Feed forward. The questionnaire submitted to a sample of 140 students is intended as an initial test to be validated and administered to a larger sample at a later stage of the research. In this first phase, the results suggest that all the dimensions of the feedback are important, above all, the centrality of the professor's active involvement in the learning process that facilitates the student's self-regulatory and internal learning process

Parole chiave:; Feedback dimensions and levels; Internal Feedback; student's self-regulatory process

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Francesca Storai, Ilaria Salvadori, What feedback do students expect for effective learning? in "EDUCATION SCIENCES AND SOCIETY" 1/2023, pp 298-309, DOI: 10.3280/ess1-2023oa15286