ABSTRACT

Despite feedback being considered important to learning, its potential is rarely fully realised. Promoting learning through feedback in open-ended written tasks (e.g. essays and reports) is a complex endeavour that requires students who are motivated to identify and utilise appropriate information. We set out to understand the mechanisms that enable feedback interventions to work, for whom and in what contexts. Using a realist review research methodology, 19,065 papers mentioning feedback in undergraduate courses were screened, 375 full-text papers were assessed for rigour and relevance, resulting in 58 papers for analysis. Self-determination theory was identified as a good fit for understanding what is required of feedback interventions to mobilise students to engage with the process. Findings indicate that the design of feedback processes in open-ended tasks needs to afford opportunities for students to have a sense of relatedness to their teacher, and perceptions of competence and autonomy. In addition, the role of emotion in mediating perceptions of competence needs to be considered. This review supports the use of feedback designs which include scaffolded tasks, dialogue, action plans and sequenced tasks. These designs promote students’ perceptions of relatedness, competence and autonomy, leading to motivation to engage in feedback, and thus improved performance.

摘要

尽管反馈被认为对学习很重要，但它的潜力很少被充分发挥。通过开放式书面任务（例如论文和报告）的反馈来促进学习是一项复杂的工作，需要有动力去识别和利用适当信息的学生。我们着手了解使反馈干预起作用的机制，为谁和在什么环境下工作。采用现实主义评论研究方法，筛选了19,065篇提及本科课程反馈的论文，对375篇全文论文进行了严谨性和相关性评估，产生58篇论文进行分析。自我决定理论被认为非常适合理解反馈干预需要什么，以动员学生参与这个过程。研究结果表明，开放式任务中反馈过程的设计需要为学生提供机会，让他们有与老师的关联感，以及对能力和自主权的感知。此外，还需要考虑情绪在能力感知中的中介作用。该审查支持使用反馈设计，包括脚手架任务、对话、行动计划和排序任务。这些设计促进了学生对相关性、能力和自主性的感知，从而激发了参与反馈的动力，从而提高了表现。该审查支持使用反馈设计，包括脚手架任务、对话、行动计划和排序任务。这些设计促进了学生对相关性、能力和自主性的感知，从而激发了参与反馈的动力，从而提高了表现。该审查支持使用反馈设计，包括脚手架任务、对话、行动计划和排序任务。这些设计促进了学生对相关性、能力和自主性的感知，从而激发了参与反馈的动力，从而提高了表现。