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A pilot study on conditions under which assessment of and feedback on written assignments affect learning

Research papers in language teaching and learning, 2019-02, Vol.10 (1), p.117-133

2019. This work is published under http://creativecommons.org/licenses/by/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;EISSN: 1792-1244

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  • Title:
    A pilot study on conditions under which assessment of and feedback on written assignments affect learning
  • Author: Kofou, Ifigenia
  • Subjects: Distance learning ; English as a second language instruction ; English as an international language ; Feedback ; Learning strategies ; Metacognition ; Motivation ; Students ; Writing instruction
  • Is Part Of: Research papers in language teaching and learning, 2019-02, Vol.10 (1), p.117-133
  • Description: Assessment plays a crucial role in Distance Education, as it helps tutors perform better, design strategies, set priorities and monitor students' progress through written assignments and the feedback tutors send their students. Frequent assignments constitute the cornerstone of Distance Education and establish a dialogue between students and tutors, when tutors guide the students to do research, produce quality work and become autonomous by improving their learning strategies and writing skills through constructive comments. Feedback has gained ground in Distance Education because of its influence on learning and progress, as it is related to students' expectations with regard to explanations, justifications, reflection, critical thinking, motivation and suggestions for improvement. The present pilot study, conducted at the Postgraduate Programme of Teaching English as a Foreign/International Language of the Hellenic Open University (HOU) during the academic year 2015-2016, is trying to shed light on the unexplored impact of assessment and feedback on students' learning, skills development and metacognition. The study is based on a 'set of conditions' proposed by Gibbs & Simpson (2005), under which assessment and feedback support and affect learning. The research tool is a 73-item questionnaire consisting of 14 groups of questions, built upon these conditions. The results reveal that effective, detailed, regular and forward-looking feedback significantly relates to students' motivation, understanding and learning. They also set the basis for further research and changes in the feedback form HOU students receive.
  • Publisher: Patras: Hellenic Open University
  • Language: English
  • Identifier: EISSN: 1792-1244
  • Source: ProQuest Central
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