Chất lượng phản hồi, tiếp nhận phản hồi và hoạt động học tập tự điều chỉnh của sinh viên: Tổng quan lí thuyết và đề xuất mô hình nghiên cứu
Tóm tắt
In higher education, feedback plays a crucial role in helping students identify requirements, adjust their learning methods, and improve their performance on tasks. This paper employs a qualitative research method, analyzing and synthesizing domestic and international literature on feedback in teaching, the reception and application of feedback, students' feedback competence, and self-regulating learning. From 126 initial documents, after removing duplicates and reviewing titles, abstracts, and full texts, the study selected 18 suitable documents for analysis into three main thematic groups. The overall results show that research on feedback has shifted from viewing it as a one-way information transmission to a learning process involving active student participation. Based on this, the study proposes a model consisting of three components: faculty feedback in teaching, students' reception and application of feedback, and students' learning activities. The model emphasizes the mediating role of feedback reception and application in the relationship between feedback quality and self-regulating learning behaviors. The results provide a theoretical framework for further empirical research in higher education.
Tài liệu tham khảo
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102
Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698-712. https://doi.org/10.1080/02602938.2012.691462
Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325. https://doi.org/10.1080/02602938.2018.1463354
Đỗ Thị Thu Thủy, Tăng Thị Thùy (2019). Mô hình đánh giá quá trình: Phản hồi để thúc đẩy học tập tự chủ của người học. Tạp chí Khoa học Giáo dục Việt Nam, 13, 99-103.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
Henderson, M., Ryan, T., & Phillips, M. (2019). The usefulness of feedback. Active Learning in Higher Education, 20(1), 5-20. https://doi.org/10.1177/1469787419872393
Lipnevich, A. A., & Panadero, E. (2021). A review of feedback models and theories: Descriptions, definitions, and conclusions. Frontiers in Education, 6, Article 720195. https://doi.org/10.3389/feduc.2021.720195
Nguyen, A. N. T., & Nguyen, H. D. T. (2023). Effects of Teacher’ Feedback on Learners: Perspectives of English Majors at a Private University. Vietnam Journal of Education, 7(3), 240-251. https://doi.org/10.52296/vje.2023.317
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. https://doi.org/10.1080/03075070600572090
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407. https://doi.org/10.1007/s10648-004-0006-x
Ramani, S., & Krackov, S. K. (2012). Twelve tips for giving feedback effectively in the clinical environment. Medical Teacher, 34(10), 787-791. https://doi.org/10.3109/0142159X.2012.684916
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144. https://doi.org/10.1007/BF00117714
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189. https://doi.org/10.3102/0034654307313795
Vũ Trường An (2022). Phân tích một số mô hình “học tập tự điều chỉnh”. Tạp chí Giáo dục, 22(13), 7-13. https://tcgd.tapchigiaoduc.edu.vn/index.php/tapchi/article/view/463
Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017). Supporting learners’ agentic engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist, 52(1), 17-37. https://doi.org/10.1080/00461520.2016.1207538
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
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