Abstract

Effective feedback is a powerful educational intervention to support learning. Hattie and Timperley have developed a feedback model in which they define three different functions and four different levels of feedback. Although the model is widely used in educational practice, there is little known about how the model is used in education nor about the optimal distribution of the different types of feedback. In the current case study, we used an explanatory sequential mixed method design to investigate how lecturers use the model and how its use can be optimized. For this, 349 feedback comments from 22 lecturers were analysed, and 5 feedback experts participated in a focus group interview. The results show that most of the feedback given by the lecturers is task-oriented feedback and that current feedback practices can be improved by focusing more on the combination of feedup, feedback, and feedforward. In addition, results indicate that the level (task, process, self-regulation, person) of the feedback is more difficult to determine before hand and should be tailored to the learning goal. The design of the assessment form plays an important role in this alignment.

摘要

有效的反馈是支持学习的强有力的教育干预。Hattie 和 Timperley 开发了一个反馈模型，他们在其中定义了三个不同的功能和四个不同级别的反馈。尽管该模型在教育实践中得到广泛应用，但关于该模型如何在教育中使用以及不同类型反馈的最佳分布知之甚少。在当前的案例研究中，我们使用解释性顺序混合方法设计来研究讲师如何使用该模型以及如何优化其使用。为此，分析了来自 22 位讲师的 349 条反馈意见，5 位反馈专家参加了焦点小组访谈。结果表明，讲师给出的反馈大部分是面向任务的反馈并且可以通过更多地关注反馈、反馈和前馈的组合来改进当前的反馈实践。此外，结果表明，反馈的水平（任务、过程、自我调节、个人）更难以事先确定，应根据学习目标进行调整。评估表的设计在这种一致性中起着重要作用。