Giving or receiving feedback: which is more beneficial to students' learning?

Assessment is a key component of the education process and strategies involving peer-feedback are considered beneficial to student learning. This study aims to analyse the benefits giving and receiving feedback have for students' development of cognitive and metacognitive, affective and profess...

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Bibliographic Details
Published in:Assessment and evaluation in higher education 2019-01, Vol.44 (1), p.124-138
Main Authors: Ion, Georgeta, Sánchez Martí, Angelina, Agud Morell, Ingrid
Format: Article
Language:English
Subjects:
Affective Behavior
assessment
Cognitive Development
College students
Competence
Educational evaluation
Feedback
Feedback (Response)
Foreign Countries
Higher education
Learning
Learning Experience
Metacognition
Peer Evaluation
Peer-feedback
Preservice Teachers
professional skills
social skills
Student Attitudes
Student Development
Student Evaluation
Student Role
Teacher education
Teacher Improvement
Tutoring
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Summary:Assessment is a key component of the education process and strategies involving peer-feedback are considered beneficial to student learning. This study aims to analyse the benefits giving and receiving feedback have for students' development of cognitive and metacognitive, affective and professional competences. One-hundred and eighty-eight students enrolled in teacher education answered a survey. Results indicate that, after providing feedback, the students perceived a better learning experience and an increased sense of commitment to their own learning and their colleagues' progress. A key finding from this study was the role of students in their own learning. As most participants recognised, providing feedback helped them improve their learning, which is a clear indicator that students want to adopt an active role in their own learning and consider their involvement critical in the design of teaching and learning experiences. To achieve the greatest advantages, feedback must be accompanied by tutoring and mentoring to ensure positive connections with the task, address doubts and clarify the comments received.
ISSN:0260-2938
1469-297X
DOI:10.1080/02602938.2018.1484881