Feedback and self-regulated learning in higher education
Abstract
Formative assessment and feedback are related to learning improvement and self-regulation processes. These processes can be understood as the interplay between personal, behavioural and contextual characteristics. For feedback to be effective it must be properly interpreted, reconstructed and internalized. This article presents the results of a research project on feedback that aimed two purposes. The first one was to describe and compare students’ perception about the feedback received and its relationship with the processes of self-regulated learning (SRA), in the different academic subjects of the project. The second one sought to generate an exploratory model about the relationships between the features of the feedback received, students’ opinion about it, and its effects on SRA and students’ satisfaction. A questionnaire was designed to measure students’ perception about the feedback received and filled by 603 students of seven subjects of six university degrees. The findings confirms the exploratory model generated and suggests that students construct a positive perception of feedback that exert a greater influence on SRA when the following elements are present at a basic level: a concurrent teacher feedback, oral, specific and task focused, clear and understandable; opportunities for the emergence of a dialogic e interactive peer-feedback; the use of the opportunities that offer virtual environments to give feedback; and a clear initial specification of the task or learning results expected (feed-up).
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