Feedback Analyzer: An interface for analyzing feedback
Abstract
Feedback is a very important resource in any learning process. It allows gaps to be identified that are useful for self-assessment and correction of previously unnoticed failures. In addition to technical improvement and increased knowledge, the use of feedback also aims to address behavioral and feeling situations, which directly impact the learning process, with appropriate guidelines for each specific situation. Therefore, this paper aims to present a platform that allows a quality analysis of feedback texts written by instructors in virtual learning environments. The proposal was compared with similar approaches found in the literature.
Keywords:
Educational Feedback, Interface, Virtual Learning Environments, Instructor Support
References
Azevedo, R. and Bernard, R. M. (1995). A meta-analysis of the effects of feedback in computer- based instruction. Journal of Educational Computing Research, 13(2):111–127. doi: https://doi.org/10.2190/9LMD-3U28-3A0G-FTQT
Bangert-Drowns, R. L., Kulik, C.-L. C., Kulik, J. A., and Morgan, M. (1991). The instructional effect of feedback in test-like events. Review of educational research, 61(2):213–238. doi: https://doi.org/10.3102/00346543061002213
Cavalcanti, A. P., de Mello, R. F. L., Rolim, V., André, M., Freitas, F., and Gasevic, D. (2019). An analysis of the use of good feedback practices in online learning courses. In 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT), volume 2161, pages 153–157. IEEE. doi: https://doi.org/10.1109/ICALT.2019.00061
Cavalcanti, A. P., Diego, A., Carvalho, R., Freitas, F., Tsai, Y.-S., Gasevic, D., and Mello, R. F. (2021). Automatic feedback in online learning environments: A systematic literature review. Computers and Education: Artificial Intelligence, page 100027. doi: https://doi.org/10.1016/j.caeai.2021.100027
Cavalcanti, A. P., Diego, A., Mello, R. F., Mangaroska, K., Nascimento, A., Freitas, F., and Gasevic, D. (2020a). How good is my feedback? a content analysis of written feedback. In Proceedings of the Tenth International Conference on Learning Analytics & Knowledge, pages 428–437. doi: https://doi.org/10.1145/3375462.3375477
Cavalcanti, A. P., Rolim, V. B., de Mello, R. F. L., and de Freitas, F. L. G. (2020b). Uma análise entre boas práticas de feedback em ambientes virtuais de aprendizagem. In Anais do XXXI Simpósio Brasileiro de Informática na Educação, pages 962–971. SBC. doi: https://doi.org/10.5753/cbie.sbie.2020.962
da Silva, E. V., Netto, J. F. d. M., and de Souza, R. A. L. O uso de dashboard na identificação do desempenho de alunos de matemática básica.
Dourado, R. A., Rodrigues, R. L., Ferreira, N., Mello, R. F., Gomes, A. S., and Verbert, K. (2021). A teacher-facing learning analytics dashboard for process-oriented feedback in online learning. In LAK21: 11th International Learning Analytics and Knowledge Conference, pages 482–489. doi: https://doi.org/10.1145/3448139.3448187
Fluminhan, C. S. L., Arana, A. R. A., and Fluminhan, A. (2013). A importância do feedback como ferramenta pedagógica na educação à distância. In Colloquium Humanarum, volume 10, pages 721–728. doi: https://doi.org/10.5747/ch.2013.v10.nesp.000516
Hattie, J. and Timperley, H. (2007). The power of feedback. Review of educational research, 77(1):81–112. doi: https://doi.org/10.3102/003465430298487
Henderson, M., Phillips, M., Ryan, T., Boud, D., Dawson, P., Molloy, E., and Mahoney, P. (2019). Conditions that enable effective feedback. Higher Education Research & Develop- ment, 38(7):1401–1416. doi: https://doi.org/10.1080/07294360.2019.1657807
Lepper, M. R. and Chabay, R. W. (1985). Intrinsic motivation and instruction: Conflicting views on the role of motivational processes in computer-based education. Educational Psychologist, 20(4):217–230. doi: https://doi.org/10.1207/s15326985ep2004_6
Narciss, S. and Huth, K. (2004). How to design informative tutoring feedback for multimedia learning. Instructional design for multimedia learning, 181195.
Nicol, D. J. and 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. doi: https://doi.org/10.1080/03075070600572090
Nielsen, J. and Molich, R. (1990). Heuristic evaluation of user interfaces. In Proceedings of the SIGCHI conference on Human factors in computing systems, pages 249–256. doi: https://doi.org/10.1145/97243.97281
Obach, R. and Jaques, P. (2019). Um dashboard educacional para um sistema tutor baseado em passos. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de In- formática na Educação-SBIE), volume 30, page 1561. doi: http://dx.doi.org/10.5753/cbie.sbie.2019.1561
Ramalho, H., Rocha, J., and Lopes, A. (2020). Interações aluno-professor: percepções sobre o feedback pedagógico. Revista Psicologia em Pesquisa, 14(1):76–95. doi: https://doi.org/10.34019/1982-1247.2020.v14.29010
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional science, 18(2):119–144. doi: https://doi.org/10.1007/BF00117714
Vaz, J. C., Dourado, R. A., Gomes, A. S., Rodrigues, R. L., Nogueira, T. J., and Freire, S. E. (2019). Proposta de adequação da arquitetura do ava openredu para suporte a técnicas de análise quantitativa de dados educacionais. In Anais Estendidos do XV Simpósio Brasileiro de Sistemas de Informação, pages 1–4. SBC. doi: https://doi.org/10.5753/sbsi.2019.7427
Bangert-Drowns, R. L., Kulik, C.-L. C., Kulik, J. A., and Morgan, M. (1991). The instructional effect of feedback in test-like events. Review of educational research, 61(2):213–238. doi: https://doi.org/10.3102/00346543061002213
Cavalcanti, A. P., de Mello, R. F. L., Rolim, V., André, M., Freitas, F., and Gasevic, D. (2019). An analysis of the use of good feedback practices in online learning courses. In 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT), volume 2161, pages 153–157. IEEE. doi: https://doi.org/10.1109/ICALT.2019.00061
Cavalcanti, A. P., Diego, A., Carvalho, R., Freitas, F., Tsai, Y.-S., Gasevic, D., and Mello, R. F. (2021). Automatic feedback in online learning environments: A systematic literature review. Computers and Education: Artificial Intelligence, page 100027. doi: https://doi.org/10.1016/j.caeai.2021.100027
Cavalcanti, A. P., Diego, A., Mello, R. F., Mangaroska, K., Nascimento, A., Freitas, F., and Gasevic, D. (2020a). How good is my feedback? a content analysis of written feedback. In Proceedings of the Tenth International Conference on Learning Analytics & Knowledge, pages 428–437. doi: https://doi.org/10.1145/3375462.3375477
Cavalcanti, A. P., Rolim, V. B., de Mello, R. F. L., and de Freitas, F. L. G. (2020b). Uma análise entre boas práticas de feedback em ambientes virtuais de aprendizagem. In Anais do XXXI Simpósio Brasileiro de Informática na Educação, pages 962–971. SBC. doi: https://doi.org/10.5753/cbie.sbie.2020.962
da Silva, E. V., Netto, J. F. d. M., and de Souza, R. A. L. O uso de dashboard na identificação do desempenho de alunos de matemática básica.
Dourado, R. A., Rodrigues, R. L., Ferreira, N., Mello, R. F., Gomes, A. S., and Verbert, K. (2021). A teacher-facing learning analytics dashboard for process-oriented feedback in online learning. In LAK21: 11th International Learning Analytics and Knowledge Conference, pages 482–489. doi: https://doi.org/10.1145/3448139.3448187
Fluminhan, C. S. L., Arana, A. R. A., and Fluminhan, A. (2013). A importância do feedback como ferramenta pedagógica na educação à distância. In Colloquium Humanarum, volume 10, pages 721–728. doi: https://doi.org/10.5747/ch.2013.v10.nesp.000516
Hattie, J. and Timperley, H. (2007). The power of feedback. Review of educational research, 77(1):81–112. doi: https://doi.org/10.3102/003465430298487
Henderson, M., Phillips, M., Ryan, T., Boud, D., Dawson, P., Molloy, E., and Mahoney, P. (2019). Conditions that enable effective feedback. Higher Education Research & Develop- ment, 38(7):1401–1416. doi: https://doi.org/10.1080/07294360.2019.1657807
Lepper, M. R. and Chabay, R. W. (1985). Intrinsic motivation and instruction: Conflicting views on the role of motivational processes in computer-based education. Educational Psychologist, 20(4):217–230. doi: https://doi.org/10.1207/s15326985ep2004_6
Narciss, S. and Huth, K. (2004). How to design informative tutoring feedback for multimedia learning. Instructional design for multimedia learning, 181195.
Nicol, D. J. and 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. doi: https://doi.org/10.1080/03075070600572090
Nielsen, J. and Molich, R. (1990). Heuristic evaluation of user interfaces. In Proceedings of the SIGCHI conference on Human factors in computing systems, pages 249–256. doi: https://doi.org/10.1145/97243.97281
Obach, R. and Jaques, P. (2019). Um dashboard educacional para um sistema tutor baseado em passos. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de In- formática na Educação-SBIE), volume 30, page 1561. doi: http://dx.doi.org/10.5753/cbie.sbie.2019.1561
Ramalho, H., Rocha, J., and Lopes, A. (2020). Interações aluno-professor: percepções sobre o feedback pedagógico. Revista Psicologia em Pesquisa, 14(1):76–95. doi: https://doi.org/10.34019/1982-1247.2020.v14.29010
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional science, 18(2):119–144. doi: https://doi.org/10.1007/BF00117714
Vaz, J. C., Dourado, R. A., Gomes, A. S., Rodrigues, R. L., Nogueira, T. J., and Freire, S. E. (2019). Proposta de adequação da arquitetura do ava openredu para suporte a técnicas de análise quantitativa de dados educacionais. In Anais Estendidos do XV Simpósio Brasileiro de Sistemas de Informação, pages 1–4. SBC. doi: https://doi.org/10.5753/sbsi.2019.7427
Published
2021-08-24
How to Cite
BARROS , Abílio Nogueira; ANDRADE JÚNIOR, Edilson Alves de; CAVALCANTI , Anderson ; NASCIMENTO, André; MIRANDA , Péricles; MELLO, Rafael Ferreira.
Feedback Analyzer: An interface for analyzing feedback. In: CONGRESS ON TECHNOLOGIES IN EDUCATION (CTRL+E), 6. , 2021, Evento Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2021
.
p. 51-60.
