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.

摘要

当前反馈的概念化认为它应该是一个以学习者为中心的过程。然而，在实践中，来自教师的基于文本的反馈评论是一种方便且常见的反馈信息来源，尽管似乎与以学习者为中心的模型相反。这就提出了一个问题，即教师如何设计基于文本的以学习者为中心的反馈，但目前可用于回答这个问题的经验证据有限。作为回应，我们对 95 篇关于反馈的同行评审学术出版物进行了快速审查和定性综合，并通过四种不同的以学习者为中心的反馈概念来评估结果。这一过程导致开发了一个包含 12 个以学习者为中心的设计属性的框架，用于基于文本的反馈，它们围绕三层设计进行组织：上下文、特征和组件。讨论了这些设计属性中的每一个，并从文献中综合了实用的建议。还强调了需要额外实证研究的领域。