Electronic Feedback: Pedagogical Considerations for the Implementation of Software

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dc.contributor.authorGarcía-Yeste, Migueles_ES
dc.date.accessioned2020-03-09T13:14:41Z
dc.date.available2020-03-09T13:14:41Z
dc.date.issued2013-09-29
dc.description.abstract[EN] As university lecturers, we often struggle to provide our students with good quality feedback in a consistent manner. This is usually caused by the increasing imbalance in teacher-student ratios (Hounsell et al., 2008), as well as the pressure of academic life and the lack of time (Sadler, 2010). In addition, assessment practices should be transparent enough to ensure all students are evaluated in a similar way (O’Donovan et al., 2004), especially when different instructors teach different groups of students taking the same course. This paper, which focuses on designing a feedback scheme that helps instructors to provide good quality feedback in a consistent manner, begins with a needs analysis based on the author’s experience as an instructor of academic writing in English. A literature review follows, focusing on: (a) the scholarship on feedback in higher education; and (b) the research on the use of technology for the provision of feedback. Finally, a feedback scheme is presented, and some guidelines for its implementation are provided.en_EN
dc.description.accrualMethodOJSes_ES
dc.description.bibliographicCitationGarcía-Yeste, M. (2013). Electronic Feedback: Pedagogical Considerations for the Implementation of Software. The EuroCALL Review. 21(2):39-48. https://doi.org/10.4995/eurocall.2013.9789es_ES
dc.description.issue2es_ES
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dc.description.referencesMcCune, V., & Hounsell, D. (2005). "The development of students' ways of thinking and practising in three final-year biology courses". Higher Education, 49(3): 255-289. https://doi.org/10.1007/s10734-004-6666-0es_ES
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dc.description.referencesNicol, D. (2006). "Increasing success in first year courses: Assessment re-design, self-regulation and learning technologies". Proceedings of the 23rd annual ascilite conference.es_ES
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dc.description.referencesO'Donovan, B. et al. (2004). "Know what I mean? Enhancing student understanding of assessment standards and criteria". Teaching in Higher Education, 9(3): 325-335. https://doi.org/10.1080/1356251042000216642es_ES
dc.description.referencesPerkins, D. (2007). "Theories of difficulty". In Entwistle, N. Student learning and university teaching. BJEP Monograph Series II, Number 4-Student Learning and University Teaching, 1(1): 1-18.es_ES
dc.description.referencesSadler, D. R. (2010). "Beyond feedback: Developing student capability in complex appraisal". Assessment & Evaluation in Higher Education, 35(5): 535-550. https://doi.org/10.1080/02602930903541015es_ES
dc.description.referencesThomas, J. (2004). "Using computers in correcting written work". Teaching English with Technology, 4(3): 1-8.es_ES
dc.description.referencesTuzi, F. (2004). "The impact of e-feedback on the revisions of L2 writers in an academic writing course". Computers and Composition, 21(2): 217-235. https://doi.org/10.1016/j.compcom.2004.02.003es_ES
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dc.description.upvformatpfin48es_ES
dc.description.upvformatpinicio39es_ES
dc.description.volume21es_ES
dc.identifier.doi10.4995/eurocall.2013.9789
dc.identifier.issn1695-2618
dc.identifier.urihttps://riunet.upv.es/handle/10251/138539
dc.languageIngléses_ES
dc.publisherUniversitat Politècnica de Valènciaes_ES
dc.relation.ispartofThe EuroCALL Reviewes_ES
dc.relation.pasarelaOJS\9789es_ES
dc.relation.publisherversionhttps://doi.org/10.4995/eurocall.2013.9789es_ES
dc.relation.references10.1080/03075071003642449es_ES
dc.relation.references10.1080/02602930600896548es_ES
dc.relation.references10.1111/j.1467-1770.1989.tb00592.xes_ES
dc.relation.references10.1093/elt/55.3.263es_ES
dc.relation.references10.1016/1060-3743(94)90012-4es_ES
dc.relation.references10.1080/07294360701658765es_ES
dc.relation.references10.1016/S0346-251X(03)00021-6es_ES
dc.relation.references10.1007/s10734-004-6666-0es_ES
dc.relation.references10.1007/s10639-008-9066-8es_ES
dc.relation.references10.1080/03075070600572090es_ES
dc.relation.references10.1080/1356251042000216642es_ES
dc.relation.references10.1080/02602930903541015es_ES
dc.relation.references10.1016/j.compcom.2004.02.003es_ES
dc.relation.references10.1191/1362168806lr190oaes_ES
dc.rightsReconocimiento - No comercial - Sin obra derivada (by-nc-nd)es_ES
dc.rights.accessRightsAbiertoes_ES
dc.subjectFormative feedbackes_ES
dc.subjectLiterature reviewes_ES
dc.subjectElectronic feedbackes_ES
dc.subjectSoftwarees_ES
dc.subjectSelf-regulationes_ES
dc.titleElectronic Feedback: Pedagogical Considerations for the Implementation of Softwarees_ES
dc.typeArtículoes_ES
dc.type.versioninfo:eu-repo/semantics/publishedVersiones_ES
dspace.entity.typePublication
upv.uuidf689a686-2541-4d78-a43d-bfb230b6a229es_ES

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The EuroCALL Review - Vol 21, No 2 (2013)