Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2019, Cilt: 5 Sayı: 3, 233 - 241, 01.07.2019
https://doi.org/10.24289/ijsser.557156

Öz

Kaynakça

  • Black, P., & Jones, J. (2006). Formative assessment and the learning and teaching of MFL: Sharing the language learning road map with learners. Language Learning Journal, 34, 4-9.
  • Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31.
  • Boud, D. (2000). Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151-167.
  • Boud, D. J., & Falchikov, N. (2007). Introduction assessment for the longer term. In D. J. Boud & N. Falchikov (Eds.), Rethinking assessment in higher education (pp. 3-13). London: Routledge.
  • Brookhart, S. M. (2008). How to give effective feedback to your students. Alexandria, VA: Association of Supervision and Curriculum Development.
  • 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.
  • Çakir, R., Korkmaz, Ö., Bacanak, A., & Arslan, Ö. (2016). An exploration of the relationship between students’ preferences for formative feedback and self-regulated learning skills. Malaysian Online Journal of Educational Sciences, 4 (4), 14-30.
  • Cauley, K. M., & McMillan, J. H. (2010). Formative assessment techniques to support student motivation and achievement. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(1), 1-6.
  • Dannefer, E. F., & Prayson, R. A. (2013). Supporting students in self-regulation: Use of formative feedback and portfolios in a problem-based learning setting. Medical Teacher, 35(8), 655-660.
  • Darling-Hammond, L. (2013). Getting teacher evaluation right: What really matters for effectiveness and improvement. New York: Teachers College Press.
  • Ecclestone, K. (2010). Transforming formative assessment in lifelong learning. Berkshire, UK: McGraw-Hill Education.
  • Fluckiger, J., Vigil, Y. T., Pasco, R., & Danielson, K. (2010). Formative feedback: Involving students as partners in assessment to enhance learning. College Learning, 58(4), 136-140.
  • Guilloteaux, M. J., & Dörnyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42(1), 55-77.
  • Hanushek, E. A., & Rivkin, S. G. (2010). Generalizations about using value-added measures of teacher quality. American Economic Review, 100(2), 267-271.
  • Harris, L. R., Brown, G. T. L., & Harnett, J. A. (2014). Understanding classroom feedback practices: A study of New Zealand student experiences, perceptions, and emotional responses. Educational Assessment, Evaluation and Accountability, 26(2), 107-133.
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77 (1), 81-112.
  • Hattie, J., & Yates, G. (2014). Using feedback to promote learning. In V. A. Benassi, C. E. Overson & C. M. Hakala (Eds.), Applying science of learning in education: Infusing psychology science into the curriculum (pp.45-58). Washington, DC: Division 2, American Psychological Association.
  • Hatziapostolou, T., & Paraskakis, I. (2010). Enhancing the impact of formative feedback on student learning through an online feedback system. Electronic Journal of E-Learning, 8 (2), 111-122.
  • Keller, J. M. (2009). Motivational design for learning and performance: The ARCS model approach. New York, NY: Springer.
  • Kember, D., Leung, D. Y., Jones, A., Loke, A. Y., McKay, J., Sinclair, K., Tse, H., Webb, C., Wong, F. K. Y., Wong, M., & Yeung, E. (2000). Development of a questionnaire to measure the level of reflective thinking. Assessment & Evaluation in Higher Education, 25(4), 381-395.
  • Kormos, J., & Csizer, K. (2014). The interaction of motivation, self-regulatory strategies, and autonomous learning behavior in different learner groups. TESOL Quarterly, 48(2), 275-299.
  • Leahy, S., Lyon, C., Thompson, M., & Wiliam, D. (2005). Classroom assessment: Minute by minute, day by day. Educational Leadership, 63(3), 19-24.
  • Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31 (2), 199-218.
  • Peltier, J. W., Hay, A., & Drago, W. (2005). The reflective learning continuum: Reflecting on reflection. Journal of Marketing Education, 27(3), 250-263.
  • Popham, J. (2008). Transformative assessment. Alexandria, VA: Association for Supervision and Curriculum Instruction.
  • Ruzek, E. A., Domina, T., Conley, A. M., Duncan, G. J., & Karabenick, S. A. (2015). Using value-added models to measure teacher effects on students’ motivation and achievement. The Journal of Early Adolescence, 35(5-6), 852-882.
  • Sadler, D. R. (2010). Beyond feedback: Developing student capability in complex appraisal. Assessment and Evaluation in Higher Education, 35(5), 535-550.
  • Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78 (1), 153-189.
  • Slavich, G. M., & Zimbardo, P. G. (2012). Transformational teaching: Theoretical underpinnings, basic principles, and core methods. Educational Psychology Review, 24, 569-608.
  • Song, S. H., & Keller, J.M. (2001). Effectiveness of motivationally adaptive computer-assisted instruction on the dynamic aspects of motivation. Educational Technology Research and Development, 49(2), 5-22.
  • Stiggins, R. J. (2001). Student-involved classroom assessment. Upper Saddle River, NJ: Merrill Prentice Hall.
  • Stiggins, R. J. (2008). Student-involved assessment for learning. Upper Saddle River, NJ: Merrill Prentice Hall.

Understanding the impact of teacher’s formative feedback on students’ self-reflection behavior and learning motivation

Yıl 2019, Cilt: 5 Sayı: 3, 233 - 241, 01.07.2019
https://doi.org/10.24289/ijsser.557156

Öz

This article presents the
results of questionnaire surveys on the impact of teacher’s formative feedback
on students’ self-reflection behavior, self-reflection strategy and learning
motivation conducted with 152 English major students from a
teacher-education-oriented university in China. The study found the significant
impact of teacher’s formative feedback on students’ self-reflection practices
and learning motivation. The findings also showed that freshmen have stronger
plasticity and are more susceptible to teacher’s feedback. Therefore, it is
suggested that teachers should do a good job in the mode and method of positive
evaluation feedback from the freshman year, and stick to it, so as to lay a
good foundation for students’ learning motivation development, learning
strategy improvement and self-reflection behavior. 








Kaynakça

  • Black, P., & Jones, J. (2006). Formative assessment and the learning and teaching of MFL: Sharing the language learning road map with learners. Language Learning Journal, 34, 4-9.
  • Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31.
  • Boud, D. (2000). Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151-167.
  • Boud, D. J., & Falchikov, N. (2007). Introduction assessment for the longer term. In D. J. Boud & N. Falchikov (Eds.), Rethinking assessment in higher education (pp. 3-13). London: Routledge.
  • Brookhart, S. M. (2008). How to give effective feedback to your students. Alexandria, VA: Association of Supervision and Curriculum Development.
  • 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.
  • Çakir, R., Korkmaz, Ö., Bacanak, A., & Arslan, Ö. (2016). An exploration of the relationship between students’ preferences for formative feedback and self-regulated learning skills. Malaysian Online Journal of Educational Sciences, 4 (4), 14-30.
  • Cauley, K. M., & McMillan, J. H. (2010). Formative assessment techniques to support student motivation and achievement. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(1), 1-6.
  • Dannefer, E. F., & Prayson, R. A. (2013). Supporting students in self-regulation: Use of formative feedback and portfolios in a problem-based learning setting. Medical Teacher, 35(8), 655-660.
  • Darling-Hammond, L. (2013). Getting teacher evaluation right: What really matters for effectiveness and improvement. New York: Teachers College Press.
  • Ecclestone, K. (2010). Transforming formative assessment in lifelong learning. Berkshire, UK: McGraw-Hill Education.
  • Fluckiger, J., Vigil, Y. T., Pasco, R., & Danielson, K. (2010). Formative feedback: Involving students as partners in assessment to enhance learning. College Learning, 58(4), 136-140.
  • Guilloteaux, M. J., & Dörnyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42(1), 55-77.
  • Hanushek, E. A., & Rivkin, S. G. (2010). Generalizations about using value-added measures of teacher quality. American Economic Review, 100(2), 267-271.
  • Harris, L. R., Brown, G. T. L., & Harnett, J. A. (2014). Understanding classroom feedback practices: A study of New Zealand student experiences, perceptions, and emotional responses. Educational Assessment, Evaluation and Accountability, 26(2), 107-133.
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77 (1), 81-112.
  • Hattie, J., & Yates, G. (2014). Using feedback to promote learning. In V. A. Benassi, C. E. Overson & C. M. Hakala (Eds.), Applying science of learning in education: Infusing psychology science into the curriculum (pp.45-58). Washington, DC: Division 2, American Psychological Association.
  • Hatziapostolou, T., & Paraskakis, I. (2010). Enhancing the impact of formative feedback on student learning through an online feedback system. Electronic Journal of E-Learning, 8 (2), 111-122.
  • Keller, J. M. (2009). Motivational design for learning and performance: The ARCS model approach. New York, NY: Springer.
  • Kember, D., Leung, D. Y., Jones, A., Loke, A. Y., McKay, J., Sinclair, K., Tse, H., Webb, C., Wong, F. K. Y., Wong, M., & Yeung, E. (2000). Development of a questionnaire to measure the level of reflective thinking. Assessment & Evaluation in Higher Education, 25(4), 381-395.
  • Kormos, J., & Csizer, K. (2014). The interaction of motivation, self-regulatory strategies, and autonomous learning behavior in different learner groups. TESOL Quarterly, 48(2), 275-299.
  • Leahy, S., Lyon, C., Thompson, M., & Wiliam, D. (2005). Classroom assessment: Minute by minute, day by day. Educational Leadership, 63(3), 19-24.
  • Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31 (2), 199-218.
  • Peltier, J. W., Hay, A., & Drago, W. (2005). The reflective learning continuum: Reflecting on reflection. Journal of Marketing Education, 27(3), 250-263.
  • Popham, J. (2008). Transformative assessment. Alexandria, VA: Association for Supervision and Curriculum Instruction.
  • Ruzek, E. A., Domina, T., Conley, A. M., Duncan, G. J., & Karabenick, S. A. (2015). Using value-added models to measure teacher effects on students’ motivation and achievement. The Journal of Early Adolescence, 35(5-6), 852-882.
  • Sadler, D. R. (2010). Beyond feedback: Developing student capability in complex appraisal. Assessment and Evaluation in Higher Education, 35(5), 535-550.
  • Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78 (1), 153-189.
  • Slavich, G. M., & Zimbardo, P. G. (2012). Transformational teaching: Theoretical underpinnings, basic principles, and core methods. Educational Psychology Review, 24, 569-608.
  • Song, S. H., & Keller, J.M. (2001). Effectiveness of motivationally adaptive computer-assisted instruction on the dynamic aspects of motivation. Educational Technology Research and Development, 49(2), 5-22.
  • Stiggins, R. J. (2001). Student-involved classroom assessment. Upper Saddle River, NJ: Merrill Prentice Hall.
  • Stiggins, R. J. (2008). Student-involved assessment for learning. Upper Saddle River, NJ: Merrill Prentice Hall.
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Xiaoquan Pan 0000-0002-5049-8498

Zhengdong Gan Bu kişi benim 0000-0003-0600-745X

Yayımlanma Tarihi 1 Temmuz 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 5 Sayı: 3

Kaynak Göster

APA Pan, X., & Gan, Z. (2019). Understanding the impact of teacher’s formative feedback on students’ self-reflection behavior and learning motivation. International Journal of Social Sciences and Education Research, 5(3), 233-241. https://doi.org/10.24289/ijsser.557156
AMA Pan X, Gan Z. Understanding the impact of teacher’s formative feedback on students’ self-reflection behavior and learning motivation. International Journal of Social Sciences and Education Research. Temmuz 2019;5(3):233-241. doi:10.24289/ijsser.557156
Chicago Pan, Xiaoquan, ve Zhengdong Gan. “Understanding the Impact of teacher’s Formative Feedback on students’ Self-Reflection Behavior and Learning Motivation”. International Journal of Social Sciences and Education Research 5, sy. 3 (Temmuz 2019): 233-41. https://doi.org/10.24289/ijsser.557156.
EndNote Pan X, Gan Z (01 Temmuz 2019) Understanding the impact of teacher’s formative feedback on students’ self-reflection behavior and learning motivation. International Journal of Social Sciences and Education Research 5 3 233–241.
IEEE X. Pan ve Z. Gan, “Understanding the impact of teacher’s formative feedback on students’ self-reflection behavior and learning motivation”, International Journal of Social Sciences and Education Research, c. 5, sy. 3, ss. 233–241, 2019, doi: 10.24289/ijsser.557156.
ISNAD Pan, Xiaoquan - Gan, Zhengdong. “Understanding the Impact of teacher’s Formative Feedback on students’ Self-Reflection Behavior and Learning Motivation”. International Journal of Social Sciences and Education Research 5/3 (Temmuz 2019), 233-241. https://doi.org/10.24289/ijsser.557156.
JAMA Pan X, Gan Z. Understanding the impact of teacher’s formative feedback on students’ self-reflection behavior and learning motivation. International Journal of Social Sciences and Education Research. 2019;5:233–241.
MLA Pan, Xiaoquan ve Zhengdong Gan. “Understanding the Impact of teacher’s Formative Feedback on students’ Self-Reflection Behavior and Learning Motivation”. International Journal of Social Sciences and Education Research, c. 5, sy. 3, 2019, ss. 233-41, doi:10.24289/ijsser.557156.
Vancouver Pan X, Gan Z. Understanding the impact of teacher’s formative feedback on students’ self-reflection behavior and learning motivation. International Journal of Social Sciences and Education Research. 2019;5(3):233-41.

88x31.png

Bu eser Creative Commons Atıf 4.0 Uluslararası Lisansı ile lisanslanmıştır.