Feedback that focuses on areas for improvement? How should that be handled? Is feedback that notes areas that the student needs to work on de-motivating?
Can you please provide three peer reviewed APA reference so I can provide additional information to my discussion.
Hello. I am including an attachment to this response which contains, in Word format, the text that will be pasted below as well. I have included several references, as well as their abstracts, that might allow you to continue your research. It is my hope that you will be able to look through these and find the ones that best suit your needs.
Some good resources for finding scholarly articles would be your school's or local library's website, as these often contain subscription access to many databases that contain full-text articles. You can also turn to scholar.google.com to search publicly available databases.
If you need further assistance or clarification on any of these, please feel free to respond to me.
Nicol, D. (2010). From monologue to dialogue: Improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35(5), 501-517. doi:10.1080/02602931003786559
Student surveys across the world have highlighted that students are dissatisfied with the feedback they receive on their assignments and many institutions have been putting plans in place to address this issue. Much of this work has focused on improving the quality of written comments. This paper takes a different perspective. It argues that the many diverse expressions of dissatisfaction with written feedback, both from students and teachers, are all symptoms of impoverished dialogue. Mass higher education is squeezing out dialogue with the result that written feedback, which is essentially a one‐way communication, often has to carry almost all the burden of teacher-student interaction. The paper suggests ways in which the nature and quality of feedback dialogue can be enhanced when student numbers are large without necessarily increasing demands on academic staff. It concludes with a conceptual discussion of the merits of taking a dialogical approach when designing feedback.
Cohen, P. (1980). Effectiveness of student-rating feedback for improving college instruction: A meta-analysis of findings. Research in Higher Education, 13(4), 321-341. doi:10.1007/BF00976252
This article applied meta-analytic methodology to integrate findings from 22 comparisons of the effectiveness of student-rating feedback at the college level. On the average, feedback had a modest but significant effect on improving instruction. Instructors receiving mid-semester feedback averaged. 16 of a rating point higher on end-of-semester overall ratings than did instructors receiving no mid-semester feedback. This corresponded to a gain of over one-third of a standard-deviation unit, or a percentile gain of 15 points. The effects of student-rating feedback were accentuated when augmentation or consultation accompanied the ratings. Other study features, such as the length of time available to implement changes and the use of normative data, did not produce different effect ...
The expert provides references and abstracts for research resources relating to academic feedback and its effect on students motivation.