Feedback as Open-Ended Conversation: Inviting Students to Co-Regulate and Metacognitively Reflect During Assessment
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Mar 31, 2022
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Abstract
The following discourse analysis examines the ways open-ended feedback, defined as dialogic, interpretative, and revisionary, fosters co-regulation and metacognition. Data come from a Writing in the Major course at a large land-grant institution in the Pacific Northwest. Students’ written essays and reflections, both with teacher feedback included, were collected along with interviews with both students and teachers. Analysis focused on instances of interdiscursivity, when students incorporated their teachers’ discourse into their revisions and reflections. The study suggests that open-ended feedback promotes opportunities for co-regulation and metacognition when students become active agents in the assessment process.
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Torres, J. (2022). Feedback as Open-Ended Conversation: Inviting Students to Co-Regulate and Metacognitively Reflect During Assessment. Journal of the Scholarship of Teaching and Learning, 22(1). https://doi.org/10.14434/josotl.v22i1.31232
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References
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Bing-You, R., Varaklis, K., Hayes, V., Trowbridge, R., Kemp, H., & McKelvy, D. (2018). The feedback tango: An integrative review and analysis of the content of the Teacher–Learner feedback exchange. Academic Medicine, 93(4), 657-663. doi:10.1097/ACM.0000000000001927
Brookhart, S. M. (2011). Tailoring feedback. Education Digest, 76(9), 33.
Callender, A. A., Franco-Watkins, A. M., & Roberts, A. S. (2016). Improving metacognition in the classroom through instruction, training, and feedback. Metacognition and learning, 11(2), 215-235.
Charteris, J., & Smardon, D. (2015). Teacher agency and dialogic feedback: Using classroom data for practitioner inquiry. Teaching and Teacher Education, 50, 114-123.
Cutumisu, M., & Schwartz, D. L. (2018). The impact of critical feedback choice on students' revision, performance, learning, and memory. Computers in Human Behavior, 78, 351-367.
Draper, S. (2009). What are learners actually regulating when given feedback? British Journal of Educational Technology, 40(2), 306–315.
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231–235). Hillsdale, NJ: Erlbaum.
Gibson, A., Kitto, K., & Bruza, P. (2016). Towards the discovery of learner metacognition from reflective writing. Journal of Learning Analytics, 3(2), 22-36.
Goos, M., Galbraith, P. & Renshaw, P. (2002). Socially mediated metacognition: creating collaborative zones of proximal development in small group problem solving. Educational Studies in Mathematics 49, 193–223. https://doi.org/10.1023/A:1016209010120
Graham, S., Gillespie, A., & McKeown, D. (2013). Writing: Importance, development, and instruction. Reading and writing, 26(1), 1-15.
Graham, S., Harris, K., & Hebert, M. (2011). Informing Writing: The Benefits of Formative Assessment. A Report from Carnegie Corporation of New York. Carnegie Corporation of New York.
Hadwin, A., Järvelä, S., & Miller, M. (2011). Self-regulated, co-regulated, and socially shared regulation of learning. In B. Zimmerman & D. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 65–86). New York: Routledge.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81–112.
Heritage, M., & Heritage, J. (2013). Teacher questioning: The epicenter of instruction and assessment. Applied Measurement in Education: Teachers' and Administrators' use of Evidence of Student Learning to Take Action, 26(3), 176-190. doi:10.1080/08957347.2013.793190
Huot, B. (2002). Toward a new discourse of assessment for the college writing classroom. College English, 163-180.
Hyland, K. (2013a). Student perceptions of hidden messages in teacher written feedback. Studies in Educational Evaluation, 39(3), 180-187
Irwin, B., Hepplestone, S., Holden, G., Parkin, H., & Thorpe, L. (2013). Engaging students with feedback through adaptive release. Innovations in Education and Teaching International, 50(1), 51-61.
Koriat, A. (2018). Agency attributions of mental effort during self-regulated learning. Memory & cognition, 46(3), 370-383.
Lee, I. (2014). Feedback in writing: Issues and challenges. Assessing Writing, 19, 1-5.
Magnifico, A. M., Woodard, R., & McCarthey, S. (2019). Teachers as co-authors of student writing: how teachers’ initiating texts influence response and revision in an online space. Computers and Composition, 52, 107-131.
McLean, A. J., Bond, C. H., & Nicholson, H. D. (2015). An anatomy of feedback: a phenomenographic investigation of undergraduate students' conceptions of feedback. Studies in Higher Education, 40(5), 921-932.
Melander, H., & Sahlström, F. (2009). Learning to fly—The progressive development of situation awareness. Scandinavian journal of educational research, 53(2), 151-166.
Miyamoto, A., Pfost, M., & Artelt, C. (2019). The relationship between intrinsic motivation and reading comprehension: Mediating effects of reading amount and metacognitive knowledge of strategy use. Scientific Studies of Reading, 23(6), 445-460. doi:10.1080/10888438.2019.1602836
Molin, F., Haelermans, C., Cabus, S., & Groot, W. (2020). The effect of feedback on metacognition - A randomized experiment using polling technology. Computers & Education, 152, 103-135. doi:10.1016/j.compedu.2020.103885
Ruiz-Primo, M. A., & Brookhart, S. M. (2018). Using feedback to enhance formative assessment. New York: Routledge.
Sato, M., & Loewen, S. (2018). Metacognitive instruction enhances the effectiveness of corrective feedback: Variable effects of feedback types and linguistic targets. Language Learning, 68(2), 507-545.
Schön, D. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
Skovholt, K. (2018). Anatomy of a teacher–student feedback encounter. Teaching and Teacher Education, 69, 142-153. doi:10.1016/j.tate.2017.09.012
Steen-Utheim, A., & Wittek, A. L. (2017). Dialogic feedback and potentialities for student learning. Learning, Culture and Social Interaction, 15, 18-30.
Stetsenko, A. (2017). The transformative mind: Expanding Vygotsky's approach to development and education. Cambridge: Cambridge University Press.
Tan, F. D., Whipp, P. R., Gagné, M., & Van Quaquebeke, N. (2019). Students’ perception of teachers’ two-way feedback interactions that impact learning. Social Psychology of Education, 22(1), 169-187.
Torres, J. T., & Anguiano, C. J. (2016). Interpreting feedback: A discourse analysis of teacher feedback and student identity. Practitioner Research in Higher Education, 10(2), 2-11.
Torres, J. T., & Ferry, N. (2019). I Am Who You Say I Am: The Impact of Tutor Feedback on Pre-Service Teacher Identity. Practitioner Research in Higher Education, 12(1), 3-14.
Vermunt, J. D., & Verloop, N. (1999). Congruence and friction between learning and teaching. Learning and Instruction, 4(9), 257–280.
Winstone, N. E., Nash, R. A., Rowntree, J., & Parker, M. (2017). ‘It'd be useful, but I wouldn't use it’: barriers to university students’ feedback seeking and recipience. Studies in Higher Education, 42(11), 2026-2041.
Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology, 10. doi:10.3389/fpsyg.2019.03087
Yang, M., & Carless, D. (2013). The feedback triangle and the enhancement of dialogic feedback processes. Teaching in Higher Education, 18(3), 285-297.
Zyngier, D. (2007). Listening to teachers–listening to students: Substantive conversations about resistance, empowerment and engagement. Teachers and Teaching: theory and practice, 13(4), 327-347.
Baker, L. (2017). The development of metacognitive knowledge and control of comprehension: Contributors and consequences. In K. Mokhtari (Ed.), Improving reading comprehension through metacognitive reading strategies instruction (pp. 1–32). Lanham, MD: Rowman & Littlefield.
Bing-You, R., Varaklis, K., Hayes, V., Trowbridge, R., Kemp, H., & McKelvy, D. (2018). The feedback tango: An integrative review and analysis of the content of the Teacher–Learner feedback exchange. Academic Medicine, 93(4), 657-663. doi:10.1097/ACM.0000000000001927
Brookhart, S. M. (2011). Tailoring feedback. Education Digest, 76(9), 33.
Callender, A. A., Franco-Watkins, A. M., & Roberts, A. S. (2016). Improving metacognition in the classroom through instruction, training, and feedback. Metacognition and learning, 11(2), 215-235.
Charteris, J., & Smardon, D. (2015). Teacher agency and dialogic feedback: Using classroom data for practitioner inquiry. Teaching and Teacher Education, 50, 114-123.
Cutumisu, M., & Schwartz, D. L. (2018). The impact of critical feedback choice on students' revision, performance, learning, and memory. Computers in Human Behavior, 78, 351-367.
Draper, S. (2009). What are learners actually regulating when given feedback? British Journal of Educational Technology, 40(2), 306–315.
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231–235). Hillsdale, NJ: Erlbaum.
Gibson, A., Kitto, K., & Bruza, P. (2016). Towards the discovery of learner metacognition from reflective writing. Journal of Learning Analytics, 3(2), 22-36.
Goos, M., Galbraith, P. & Renshaw, P. (2002). Socially mediated metacognition: creating collaborative zones of proximal development in small group problem solving. Educational Studies in Mathematics 49, 193–223. https://doi.org/10.1023/A:1016209010120
Graham, S., Gillespie, A., & McKeown, D. (2013). Writing: Importance, development, and instruction. Reading and writing, 26(1), 1-15.
Graham, S., Harris, K., & Hebert, M. (2011). Informing Writing: The Benefits of Formative Assessment. A Report from Carnegie Corporation of New York. Carnegie Corporation of New York.
Hadwin, A., Järvelä, S., & Miller, M. (2011). Self-regulated, co-regulated, and socially shared regulation of learning. In B. Zimmerman & D. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 65–86). New York: Routledge.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81–112.
Heritage, M., & Heritage, J. (2013). Teacher questioning: The epicenter of instruction and assessment. Applied Measurement in Education: Teachers' and Administrators' use of Evidence of Student Learning to Take Action, 26(3), 176-190. doi:10.1080/08957347.2013.793190
Huot, B. (2002). Toward a new discourse of assessment for the college writing classroom. College English, 163-180.
Hyland, K. (2013a). Student perceptions of hidden messages in teacher written feedback. Studies in Educational Evaluation, 39(3), 180-187
Irwin, B., Hepplestone, S., Holden, G., Parkin, H., & Thorpe, L. (2013). Engaging students with feedback through adaptive release. Innovations in Education and Teaching International, 50(1), 51-61.
Koriat, A. (2018). Agency attributions of mental effort during self-regulated learning. Memory & cognition, 46(3), 370-383.
Lee, I. (2014). Feedback in writing: Issues and challenges. Assessing Writing, 19, 1-5.
Magnifico, A. M., Woodard, R., & McCarthey, S. (2019). Teachers as co-authors of student writing: how teachers’ initiating texts influence response and revision in an online space. Computers and Composition, 52, 107-131.
McLean, A. J., Bond, C. H., & Nicholson, H. D. (2015). An anatomy of feedback: a phenomenographic investigation of undergraduate students' conceptions of feedback. Studies in Higher Education, 40(5), 921-932.
Melander, H., & Sahlström, F. (2009). Learning to fly—The progressive development of situation awareness. Scandinavian journal of educational research, 53(2), 151-166.
Miyamoto, A., Pfost, M., & Artelt, C. (2019). The relationship between intrinsic motivation and reading comprehension: Mediating effects of reading amount and metacognitive knowledge of strategy use. Scientific Studies of Reading, 23(6), 445-460. doi:10.1080/10888438.2019.1602836
Molin, F., Haelermans, C., Cabus, S., & Groot, W. (2020). The effect of feedback on metacognition - A randomized experiment using polling technology. Computers & Education, 152, 103-135. doi:10.1016/j.compedu.2020.103885
Ruiz-Primo, M. A., & Brookhart, S. M. (2018). Using feedback to enhance formative assessment. New York: Routledge.
Sato, M., & Loewen, S. (2018). Metacognitive instruction enhances the effectiveness of corrective feedback: Variable effects of feedback types and linguistic targets. Language Learning, 68(2), 507-545.
Schön, D. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
Skovholt, K. (2018). Anatomy of a teacher–student feedback encounter. Teaching and Teacher Education, 69, 142-153. doi:10.1016/j.tate.2017.09.012
Steen-Utheim, A., & Wittek, A. L. (2017). Dialogic feedback and potentialities for student learning. Learning, Culture and Social Interaction, 15, 18-30.
Stetsenko, A. (2017). The transformative mind: Expanding Vygotsky's approach to development and education. Cambridge: Cambridge University Press.
Tan, F. D., Whipp, P. R., Gagné, M., & Van Quaquebeke, N. (2019). Students’ perception of teachers’ two-way feedback interactions that impact learning. Social Psychology of Education, 22(1), 169-187.
Torres, J. T., & Anguiano, C. J. (2016). Interpreting feedback: A discourse analysis of teacher feedback and student identity. Practitioner Research in Higher Education, 10(2), 2-11.
Torres, J. T., & Ferry, N. (2019). I Am Who You Say I Am: The Impact of Tutor Feedback on Pre-Service Teacher Identity. Practitioner Research in Higher Education, 12(1), 3-14.
Vermunt, J. D., & Verloop, N. (1999). Congruence and friction between learning and teaching. Learning and Instruction, 4(9), 257–280.
Winstone, N. E., Nash, R. A., Rowntree, J., & Parker, M. (2017). ‘It'd be useful, but I wouldn't use it’: barriers to university students’ feedback seeking and recipience. Studies in Higher Education, 42(11), 2026-2041.
Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology, 10. doi:10.3389/fpsyg.2019.03087
Yang, M., & Carless, D. (2013). The feedback triangle and the enhancement of dialogic feedback processes. Teaching in Higher Education, 18(3), 285-297.
Zyngier, D. (2007). Listening to teachers–listening to students: Substantive conversations about resistance, empowerment and engagement. Teachers and Teaching: theory and practice, 13(4), 327-347.