Research Article
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Review of Studies on Feedback Types: Systematic Review Study

Year 2023, Volume: 10 (Special Issue), 293 - 317, 29.10.2023
https://doi.org/10.59409/ojer.1369117

Abstract

In this research, it is aimed to determine how the studies conducted within the framework of teacher, peer and self-evaluation feedback types using the systematic compilation method are related to students' attitudes, motivation and success. The studies selected for the research were included in the research through certain criteria depending on the systematic review method. 2438 studies were reached in the research, and this number was reduced to 35 depending on the criteria. As a result of the research, it was determined that the studies conducted in this field increased the teacher, peer and self-evaluation feedback types and the students' attitudes, motivation and success towards the course.

References

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  • Andrade, H. and Boulay, B. (2003). The role of rubric-referenced self-assessment in learning to write. Journal of Educational Research, 97(1), 21-34.
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  • Barrera-Corominas, A., Ion, G. and Tomàs-Folch, M. (2016). Written peer-feedback to enhance students’ current and future learning. International Journal of Educational Technology in Higher Education, 13(1), 1-11.
  • Bayat Ö. (2010). İngilizce yazılı anlatım derslerinde uygulanan akran ve öz değerlendirme etkinliklerine yönelik öğrenci görüşleri. Dil Dergisi, 150, 70-81.
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  • Bearman, M., Smith, C. D., Carbone, A., Slade, S., Baik, C., Hughes-Warrington, M., and Neumann, D. L. (2012) Systematic review methodology in higher education, Higher Education Research & Development, 31(5), 625-640.
  • Berggren, J. (2014). Learning from giving feedback: a study of secondary-level students, ELT Journal, 69(1), s. 58-70.
  • Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2003). Assessment for learning: Putting it into practice. Maidenhead, UK: Open University Press.
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  • Bloom, B. S. (1995). İnsan nitelikleri ve okulda öğrenme (Çev. D. A. Özçelik). İstanbul: Milli Eğitim Basımevi.
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  • Butler, R. (1987). Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest and performance. Journal of Educational Psychology, 79(4), 474-482.
  • Carlson, C.R. (1979). Feedback for Learning. In Milton, O. (Eds.), On College Training. San Francisco CA: Jossey-Bass.
  • Carnell, E. (2000) Dialogue, Discussion And Secondary School Students On How Others Help Their Learning. In Askew (Ed.), Feedback for Learning. London: Routledge.
  • Carvalho, C., Martins, D., Santana, L. E. and Feliciano, L. (2014). Teacher feedback: educational guidance in different school contexts. Procedia-Social and Behavioral Sciences, 159, 219-223.
  • Carvalho, C., Santos, J., Conboy, J. and Martins, D. (2014). Teachers’ feedback: exploring differences in students’ perceptions. Procedia-Social and Behavioral Sciences, 159, 169-173.
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  • Duijnhouwer, H. (2010). Feedback Effects On Students' Writing Motivation, Process, And Performance. Holland: Utrecht University Press.
  • Eikenberry, K. (2007). Remarkable Leadership: Unleashing Your Leadership Potential One Skill at a Time. [DX Reader version].
  • Elawar, M. C. and Corno, L. (1985). A factorial experiment in teachers’ written feedback on student homework: Changing student behavior a little rather than a lot. Journal of Educational Psychology, 77(2), 162-173.
  • Ellis, R. (1994). The Study Of Second Language Acquisition. Oxford: Oxford University Press.
  • Elwood, J. A. and Bode, J. (2014). Student preferences vis-à-vis teacher feedback in university EFL writing classes in Japan. System, 42(1), 333–343.
  • Falchikov, N. (1986). Product comparasions and rocess benefits of peer group and self assessment. Assessment and Evaluation in Higher Education, 11, 146-166.
  • Fathman, A. K., Kessler, C. and Quinn, M.E. (1992). Science and cooperative learning for LEP students. In C. Kessler (Ed.) Cooperative learning: a teacher’s resource book (pp. 65-83). NJ: Prentice Hall.
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Year 2023, Volume: 10 (Special Issue), 293 - 317, 29.10.2023
https://doi.org/10.59409/ojer.1369117

Abstract

References

  • Alavi, S. M. and Kaivanpanah, S. (2007). Feedback expectancy and EFL learner’s achievement in English. Online Submission, 3(2), 181-196.
  • Andrade, H. and Boulay, B. (2003). The role of rubric-referenced self-assessment in learning to write. Journal of Educational Research, 97(1), 21-34.
  • Andrade, H. L., Du, Y. and Mycek, K. (May-2010). Rubric-referenced self-assessment and middle school students’ writing. Assessment in Education: Principles, Policy and Practice, 17(2), 199-214.
  • Bangert-Drowns, R. L., Kulik, C. C., Kulik, J. A. and Morgan, M. T. (1991). The instructional effect of feedback in test-like events. Review of Educational Research, 61, 213–238.
  • Barrera-Corominas, A., Ion, G. and Tomàs-Folch, M. (2016). Written peer-feedback to enhance students’ current and future learning. International Journal of Educational Technology in Higher Education, 13(1), 1-11.
  • Bayat Ö. (2010). İngilizce yazılı anlatım derslerinde uygulanan akran ve öz değerlendirme etkinliklerine yönelik öğrenci görüşleri. Dil Dergisi, 150, 70-81.
  • Beach, R. and Friederich, T. (2006). Response to Writing. In C. A MacArthur, S. Graham, J.Fitzgerald (Eds.). Handbook of Writing Research. New York: The Guilford Press.
  • Bearman, M., Smith, C. D., Carbone, A., Slade, S., Baik, C., Hughes-Warrington, M., and Neumann, D. L. (2012) Systematic review methodology in higher education, Higher Education Research & Development, 31(5), 625-640.
  • Berggren, J. (2014). Learning from giving feedback: a study of secondary-level students, ELT Journal, 69(1), s. 58-70.
  • Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2003). Assessment for learning: Putting it into practice. Maidenhead, UK: Open University Press.
  • Bloom, B. S. (1984). The 2 sigma problem: the search for methods of group instruction as effective as one-to-one tutoring. Educational Researcher, 13, 4-16.
  • Bloom, B. S. (1995). İnsan nitelikleri ve okulda öğrenme (Çev. D. A. Özçelik). İstanbul: Milli Eğitim Basımevi.
  • Bozpolat, E., Hazar, E. ve Yıldız, H. (2021). Lisansüstü eğitimde geribildirime ilişkin öğretim üyesi görüşleri. e-Kafkas Journal of Educational Research, 8 (2), 370-396.
  • Brown, D. (1994). Principles of language learning and teaching. New Jersy: Prentice hall Regents.
  • Butler, R. (1987). Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest and performance. Journal of Educational Psychology, 79(4), 474-482.
  • Carlson, C.R. (1979). Feedback for Learning. In Milton, O. (Eds.), On College Training. San Francisco CA: Jossey-Bass.
  • Carnell, E. (2000) Dialogue, Discussion And Secondary School Students On How Others Help Their Learning. In Askew (Ed.), Feedback for Learning. London: Routledge.
  • Carvalho, C., Martins, D., Santana, L. E. and Feliciano, L. (2014). Teacher feedback: educational guidance in different school contexts. Procedia-Social and Behavioral Sciences, 159, 219-223.
  • Carvalho, C., Santos, J., Conboy, J. and Martins, D. (2014). Teachers’ feedback: exploring differences in students’ perceptions. Procedia-Social and Behavioral Sciences, 159, 169-173.
  • Chang, C.Y. (2015). Teacher modeling on EFL reviewers’ audience-aware feedback and affectivity in L2 peer review, Assessing Writing 25, 2–21.
  • Chibsa, T. (2008). The Effect of Peer Feedback on The EFL Students’ Writing Performance and Writing Anxiety at Adama University. [Yayımlanmamış yüksek lisans tezi]. Addis Ababa University
  • Cooper H. (2001). The battle over homework: Comman ground for administrators, teachers and parents. (3.baskı). Thousand Oaks, CA: Corwin Press.
  • Coşkun, E. ve Tamer, M. (2015). Yazma eğitiminde geribildirim türleri ve kullanımı. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(32), 337‐372.
  • Crooks, J. (1998). The impact of classroom evaluation practices on students. Review of Educational Research, 58(4), 438-481.
  • Deci, E.L., Koestner, R. and Ryan, R.M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125, 627–668.
  • Dilbaz Sayın, S. and Arslan, H. (2017). Öğretmen ve okul yöneticilerinin öğretmen performans değerlendirme sürecindeki çoklu veri kaynakları ile ilgili görüşleri ve öz değerlendirmeleri. Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, 6(2), 1222-1241.
  • Duijnhouwer, H. (2010). Feedback Effects On Students' Writing Motivation, Process, And Performance. Holland: Utrecht University Press.
  • Eikenberry, K. (2007). Remarkable Leadership: Unleashing Your Leadership Potential One Skill at a Time. [DX Reader version].
  • Elawar, M. C. and Corno, L. (1985). A factorial experiment in teachers’ written feedback on student homework: Changing student behavior a little rather than a lot. Journal of Educational Psychology, 77(2), 162-173.
  • Ellis, R. (1994). The Study Of Second Language Acquisition. Oxford: Oxford University Press.
  • Elwood, J. A. and Bode, J. (2014). Student preferences vis-à-vis teacher feedback in university EFL writing classes in Japan. System, 42(1), 333–343.
  • Falchikov, N. (1986). Product comparasions and rocess benefits of peer group and self assessment. Assessment and Evaluation in Higher Education, 11, 146-166.
  • Fathman, A. K., Kessler, C. and Quinn, M.E. (1992). Science and cooperative learning for LEP students. In C. Kessler (Ed.) Cooperative learning: a teacher’s resource book (pp. 65-83). NJ: Prentice Hall.
  • Gibbs, G. and Simpson, C. (2005) Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, 1, 3-31.
  • Gökdemir, F. ve Dolgun, G. (2020). Writing material & method section in qualitative, quantitative, systematic review, meta-analysis, and meta-synthesis studies. Archives of Health Science and Research, 7(2), 189-195.
  • Grami, M. A. (2010). The effects of integrating peer feedback into university-level ESL writing curriculum :a comparative study in a Saudi context. [Yayımlanmamış doktora tezi]. Newcastle Üniversitesi.
  • Hagger, M.S., Koch, S. and Chatzisarantis, N.L.D. (2015). The effect of causality orientations and positive competence-enhancing feedback on intrinsic motivation: A test of additive and interactive effects. Personality and Individual Differences, 72, 107–111.
  • Hanjani, A. M. and Li, L. (2014). Exploring l2 writers' collaborative revision interactions and their writing performance. System, 44, 101–114.
  • Harris, M. (1997). Self-assessment of language learning in formal settings. ELT Journal, 51(1), 12-20.
  • Hattie, J. and Timperley, H. (2007). The power of feedback. Review Of Educational Research, 77(1), 81–112.
  • Hirvela, A. and Pierson, H. (2000). portfolio: Vehicles for authentic self-assessment. In G. Ekbatani ve H. Pierson (Eds.). Learner- directed assessment in ESL (s. 105- 126). Manwah, N. J.: Lawrence Erlbaum Associates.
  • Hu, G. (2005). Training Chinese ESL Student Writers for Effective Peer Review, Asian Englishes, 8(2), 64-76.
  • Huisman, B., Saab, N., van Driel, J. and van den Broek, B. (2018). Peer feedback on academic writing: Undergraduate students’ peer feedback role, peer feedback perceptions and essay performance. Assessment & Evaluation in Higher Education, 43(6), s. 955-968.
  • Hyland, K. and Hyland, F. (2006). Feedback on second language students' writing. Language teaching, 39(2), 83-101.
  • Kahraman, A. and Yalvaç, F. (2015). EFL Turkish university students’ preferences about teacher feedback and its importance. Procedia – Social and Behavioral Sciences, 199, 73–80.
  • Kara, Z. (1994). İşbirliğine dayalı paylaşmalı dönütün başarı ve hatırda tutma üzerindeki etkileri. 1. Eğitim Bilimleri Sempozyumunda Sunulan Bildiri, Bildiri Metinleri II, Çukurova Üniversitesi, Balcalı Eğitim Fakültesi Yayınları, 494-507.
  • Katsra, J., Tollefson, N. and Gilbert, E.(1987). The Effects of Peer Evaluation on Attitude Toward Writing and Writing Fluency of Ninth Grade Students, The Journal of Educational Research, 80 (3), 168-172.
  • Kırbaç, M., Balı, O. and Macit, E. (2017). Eğitim sisteminde geribildirim ile ilgili öğretmen görüşleri. İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 4(7), 57-74.
  • Knight, N. (2003). Teacher feedback to students in numeracy lessons: Are students getting good value? Research Information for Teachers, 3, 40–45.
  • Koka, A. and Hein, V. (2005). The effect of perceived teacher feedback on intrinsic motivation in physical education. International Journal of Sport Psychology, 36, 91–106.
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There are 95 citations in total.

Details

Primary Language English
Subjects Turkish Education
Journal Section Research Article
Authors

Ayhan Dönmez

İbrahim Seçkin Aydın

Publication Date October 29, 2023
Published in Issue Year 2023 Volume: 10 (Special Issue)

Cite

APA Dönmez, A., & Aydın, İ. S. (2023). Review of Studies on Feedback Types: Systematic Review Study. Osmangazi Journal of Educational Research, 10 (Special Issue), 293-317. https://doi.org/10.59409/ojer.1369117