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.
📌 3 Key Takeaways
🎯
Objective & Hypothesis: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.
📊
Key Findings & Data: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.
💡
Conclusion & Impact: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.
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.
DÖNMEZ, A., AYDIN, İ. S. (2023). Review of Studies on Feedback Types: Systematic Review Study. Osmangazi Journal of Educational Research, Cilt: 10 (Special Issue), 293–317. https://ajindex.com/articles/1015662
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.