Amsterdam University of Applied Sciences
Impact of feedback request forms and verbal feedback on higher education students’ feedback perception, self-efficacy, and motivation
Agricola, Bas T. ; Prins, Frans J. ; Sluijsmans, Dominique M.A.
DOI
10.1080/0969594X.2019.1688764 Publication date
2020
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Agricola, B. T., Prins, F. J., & Sluijsmans, D. M. A. (2020). Impact of feedback request forms and verbal feedback on higher education students’ feedback perception, self-efficacy, and motivation. Assessment in Education: Principles, Policy, and Practice, 27(1), 6-25.
https://doi.org/10.1080/0969594X.2019.1688764
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Assessment in Education: Principles, Policy & Practice
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Impact of feedback request forms and verbal
feedback on higher education students’ feedback perception, self-efficacy, and motivation
Bas T. Agricola, Frans J. Prins & Dominique M. A. Sluijsmans
To cite this article: Bas T. Agricola, Frans J. Prins & Dominique M. A. Sluijsmans (2019): Impact of feedback request forms and verbal feedback on higher education students’ feedback perception, self-efficacy, and motivation, Assessment in Education: Principles, Policy & Practice, DOI:
10.1080/0969594X.2019.1688764
To link to this article: https://doi.org/10.1080/0969594X.2019.1688764
© 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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Impact of feedback request forms and verbal feedback on higher education students ’ feedback perception, self-efficacy, and motivation
Bas T. Agricola
a,b,c, Frans J. Prins
aand Dominique M. A. Sluijsmans
d,ea
Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, The Netherlands;
bFaculty of Health and Behavioural Studies, HAN University of Applied Sciences, Nijmegen, The Netherlands;
cCentre for Applied Research on Education, Amsterdam University of Applied Sciences, Amsterdam, The Netherlands;
d
Department of Educational Development and Research, Maastricht University, Maastricht, The Netherlands;
e
Faculty of Health, Zuyd University of Applied Science, Heerlen, The Netherlands
ABSTRACT
In higher education, students often misunderstand teachers ’ writ- ten feedback. This is worrisome, since written feedback is the main form of feedback in higher education. Organising feedback con- versations, in which feedback request forms and verbal feedback are used, is a promising intervention to prevent misunderstanding of written feedback. In this study a 2 × 2 factorial experiment ( N = 128) was conducted to examine the e ffects of a feedback request form (with vs. without) and feedback mode (written vs. verbal feedback). Results showed that verbal feedback had a signi ficantly higher impact on students ’ feedback perception than written feed- back; it did not improve students ’ self-efficacy, or motivation.
Feedback request forms did not improve students ’ perceptions, self-e fficacy, or motivation. Based on these results, we can conclude that students have positive feedback perceptions when teachers communicate their feedback verbally and more research is needed to investigate the use of feedback request forms.
ARTICLE HISTORY
Received 25 May 2018 Accepted 24 October 2019
KEYWORDSFeedback conversations;
feedback request form;
feedback perception;
motivation; self-e fficacy
Introduction
In higher education, it is common practice that students receive a lot of written feedback on their work (Higgins, Hartley, & Shelton, 2002). Teachers in higher education are spending much of their time writing comments on assignments (Carless, 2006). Feedback given as one-way written comments often results in lack of effective feedback (Carless, Salter, Yang, & Lam, 2011). Many students, for example, have difficulty understanding written teacher feedback and are disappointed and frustrated when the feedback is unclear, too brief, or unhelpful in terms of future learning (Ferguson, 2011; Hounsell, McCune, Hounsell, & Litjens, 2008; Hyland, 2013). In general, for feedback to be effective it is essential students have positive perceptions about teacher feedback (Van der Schaaf, Baartman, Prins, Oosterbaan, & Schaap, 2011). Students’ perception of feedback refers to
CONTACT
Bas T. Agricola
b.t.agricola@uu.nlFaculty of Social and Behavioural Sciences, Utrecht University, Heidelberglaan 1, Utrecht, The Netherlands
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© 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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