ABSTRACT

Due to recent conceptual shifts towards learner-centred feedback, there is a potential gap between research and practice. Indeed, few models or studies have sought to identify or evaluate which semantic messages, or feedback components, teachers should include in learner-centred feedback comments. Instead, teacher practices are likely to be primarily shaped by ‘old paradigm’ conceptualisations of feedback. In response, the current study develops a taxonomy of learner-centred feedback components based on a rapid systematic review of the literature. The face, content and construct validity of the taxonomy are then established through an empirical study with teachers and students at two Australian universities. The outcome of this study is a conceptual model featuring eight learner-centred feedback components. This model will help teachers design effective feedback processes and support learners to make sense of and use feedback information to improve their future work and learning strategies.

摘要

由于最近概念转向以学习者为中心的反馈，研究和实践之间存在潜在的差距。事实上，很少有模型或研究试图识别或评估教师应在以学习者为中心的反馈评论中包含哪些语义信息或反馈成分。相反，教师的实践可能主要受到“旧范式”反馈概念的影响。作为回应，当前的研究基于对文献的快速系统回顾，开发了一种以学习者为中心的反馈组件的分类法。然后通过对两所澳大利亚大学的教师和学生进行实证研究，确定了分类法的表面、内容和结构有效性。这项研究的成果是一个概念模型，具有八个以学习者为中心的反馈组件。