What did I get Wrong? Supporting the Feedback Process in Computer Science Education
Resumo
In learning processes, feedback given to students by instructors is essential to guide students and help them improve from their mistakes. However, in higher education, instructors feel unable to give quality and timely feedback due to work overload and lack of time. As online classes became common due to the Covid 19 pandemic, and with increasing numbers of students per class, giving feedback beyond grades became even less realistic. We interviewed Computer Science instructors and students to investigate the specific difficulties and barriers related to giving and receiving feedback. We present the findings derived from qualitative analysis of the interviews and propose Tutoria, a platform designed to support a better feedback experience for all.
Palavras-chave:
educational feedback, higher education, feedback tool
Referências
Boud, D. (2000). Sustainable assessment: rethinking assessment for the learning society. Studies in continuing education, 22(2):151–167.
Boud, D. and Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in higher education, 38(6):698–712.
Carless, D., Salter, D., Yang, M., and Lam, J. (2011). Developing sustainable feedback practices. Studies in higher education, 36(4):395–407.
Cavalcanti, A. P., Barbosa, A., Carvalho, R., Freitas, F., Tsai, Y.-S., Gasevíc, D., and Mello, R. F. (2021). Automatic feedback in online learning environments: A systematic literature review. Computers and Education: Artificial Intelligence, 2:100027.
Cavalcanti, A. P., Diego, A., Mello, R. F., Mangaroska, K., Nascimento, A., Freitas, F., and Gasevíc, D. (2020). 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.
Falcao, T. P., Ferreira, R., Rodrigues, R. L., Diniz, J., and Gasevic, D. (2019). Students’ perceptions about learning analytics in a brazilian higher education institution. In 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT), volume 2161, pages 204–206. IEEE.
Falcão, T. P., Mello, R. F., Rodrigues, R. L., Diniz, J. R. B., Tsai, Y.-S., and Gasevíc, D. (2020). Perceptions and expectations about learning analytics from a brazilian higher education institution. In Proceedings of the Tenth International Conference on Learning Analytics & Knowledge, pages 240–249.
Freeman, R. and Lewis, R. (2016). Planning and implementing assessment. Routledge.
Garcia, S., Marques, E., Mello, R. F., Gasevíc, D., and Falcão, T. P. (2021). Aligning expectations about the adoption oflearning analytics in a brazilian highereducation institution. In Proceedings of the Conference of Artificial Intelligence in Education, pages 1–6.
Gulwani, S., Radicek, I., and Zuleger, F. (2014). Feedback generation for performance problems in introductory programming assignments. In Proceedings of the 22nd ACM SIGSOFT International Symposium on Foundations of Software Engineering, pages 41–51. ACM.
Hattie, J. and Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1):81–112.
Higgins, R., Hartley, P., and Skelton, A. (2001). Getting the message across: the problem of communicating assessment feedback. Teaching in higher education, 6(2):269–274.
Hounsell, D. (2004). Reinventing feedback for the contemporary scottish university. In Quality Enhancement Conference on Assessment, University of Glasgow, volume 4.
Ivanic, R., Clark, R., and Rimmershaw, R. (2000). What am i supposed to make of this?: the messages conveyed to students by tutors’ written comments.
Krusche, S. and Seitz, A. (2018). Artemis: An automatic assessment management system for interactive learning. In Proceedings of the 49th ACM Technical Symposium on Computer Science Education, pages 284–289. ACM.
Marin, V. J., Pereira, T., Sridharan, S., and Rivero, C. R. (2017). Automated personalized feedback in introductory java programming moocs. In 2017 IEEE 33rd International Conference on Data Engineering (ICDE), pages 1259–1270. IEEE.
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.
Pardo, A., Dawson, S., Gasevíc, D., and Siemens, G. (2019). Supporting feedback processes at scale with ontask a hands-on tutorial. In International Learning Analytics & Knowledge Conference 2019, pages 285–288. Association for Computing Machinery (ACM).
Pereira, F. D., Oliveira, E. H., Oliveira, D. B., Cristea, A. I., Carvalho, L. S., Fonseca, S. C., Toda, A., and Isotani, S. (2020). Using learning analytics in the amazonas: understanding students’ behaviour in introductory programming. British journal of educational technology, 51(4):955–972.
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional science, 18(2):119–144.
Santos, J. C. and Ribeiro, A. R. (2012). Jonline: proposta preliminar de um juiz online didático para o ensino de programação. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), volume 1.
Tsai, Y.-S., Mello, R. F., Jovanovíc, J., and Gasevíc, D. (2021). Student appreciation of data-driven feedback: A pilot study on ontask. In LAK21: 11th International Learning Analytics and Knowledge Conference, pages 511–517.
Wiggins, G. (1998). Educative Assessment. Designing Assessments To Inform and Improve Student Performance. ERIC.
Winstone, N. E. and Carless, D. (2021). Who is feedback for? the influence of accountability and quality assurance agendas on the enactment of feedback processes. Assessment in Education: Principles, Policy & Practice, 0(0):1–18.
Boud, D. and Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in higher education, 38(6):698–712.
Carless, D., Salter, D., Yang, M., and Lam, J. (2011). Developing sustainable feedback practices. Studies in higher education, 36(4):395–407.
Cavalcanti, A. P., Barbosa, A., Carvalho, R., Freitas, F., Tsai, Y.-S., Gasevíc, D., and Mello, R. F. (2021). Automatic feedback in online learning environments: A systematic literature review. Computers and Education: Artificial Intelligence, 2:100027.
Cavalcanti, A. P., Diego, A., Mello, R. F., Mangaroska, K., Nascimento, A., Freitas, F., and Gasevíc, D. (2020). 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.
Falcao, T. P., Ferreira, R., Rodrigues, R. L., Diniz, J., and Gasevic, D. (2019). Students’ perceptions about learning analytics in a brazilian higher education institution. In 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT), volume 2161, pages 204–206. IEEE.
Falcão, T. P., Mello, R. F., Rodrigues, R. L., Diniz, J. R. B., Tsai, Y.-S., and Gasevíc, D. (2020). Perceptions and expectations about learning analytics from a brazilian higher education institution. In Proceedings of the Tenth International Conference on Learning Analytics & Knowledge, pages 240–249.
Freeman, R. and Lewis, R. (2016). Planning and implementing assessment. Routledge.
Garcia, S., Marques, E., Mello, R. F., Gasevíc, D., and Falcão, T. P. (2021). Aligning expectations about the adoption oflearning analytics in a brazilian highereducation institution. In Proceedings of the Conference of Artificial Intelligence in Education, pages 1–6.
Gulwani, S., Radicek, I., and Zuleger, F. (2014). Feedback generation for performance problems in introductory programming assignments. In Proceedings of the 22nd ACM SIGSOFT International Symposium on Foundations of Software Engineering, pages 41–51. ACM.
Hattie, J. and Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1):81–112.
Higgins, R., Hartley, P., and Skelton, A. (2001). Getting the message across: the problem of communicating assessment feedback. Teaching in higher education, 6(2):269–274.
Hounsell, D. (2004). Reinventing feedback for the contemporary scottish university. In Quality Enhancement Conference on Assessment, University of Glasgow, volume 4.
Ivanic, R., Clark, R., and Rimmershaw, R. (2000). What am i supposed to make of this?: the messages conveyed to students by tutors’ written comments.
Krusche, S. and Seitz, A. (2018). Artemis: An automatic assessment management system for interactive learning. In Proceedings of the 49th ACM Technical Symposium on Computer Science Education, pages 284–289. ACM.
Marin, V. J., Pereira, T., Sridharan, S., and Rivero, C. R. (2017). Automated personalized feedback in introductory java programming moocs. In 2017 IEEE 33rd International Conference on Data Engineering (ICDE), pages 1259–1270. IEEE.
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.
Pardo, A., Dawson, S., Gasevíc, D., and Siemens, G. (2019). Supporting feedback processes at scale with ontask a hands-on tutorial. In International Learning Analytics & Knowledge Conference 2019, pages 285–288. Association for Computing Machinery (ACM).
Pereira, F. D., Oliveira, E. H., Oliveira, D. B., Cristea, A. I., Carvalho, L. S., Fonseca, S. C., Toda, A., and Isotani, S. (2020). Using learning analytics in the amazonas: understanding students’ behaviour in introductory programming. British journal of educational technology, 51(4):955–972.
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional science, 18(2):119–144.
Santos, J. C. and Ribeiro, A. R. (2012). Jonline: proposta preliminar de um juiz online didático para o ensino de programação. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), volume 1.
Tsai, Y.-S., Mello, R. F., Jovanovíc, J., and Gasevíc, D. (2021). Student appreciation of data-driven feedback: A pilot study on ontask. In LAK21: 11th International Learning Analytics and Knowledge Conference, pages 511–517.
Wiggins, G. (1998). Educative Assessment. Designing Assessments To Inform and Improve Student Performance. ERIC.
Winstone, N. E. and Carless, D. (2021). Who is feedback for? the influence of accountability and quality assurance agendas on the enactment of feedback processes. Assessment in Education: Principles, Policy & Practice, 0(0):1–18.
Publicado
31/07/2022
Como Citar
FALCÃO, Taciana Pontual; ARÊDES, Verenna; WAGNER, Samuel Souza; UCHOA, João Pedro Cavalcanti; LUISI, Victoria; MELLO, Rafael Ferreira.
What did I get Wrong? Supporting the Feedback Process in Computer Science Education. In: WORKSHOP SOBRE EDUCAÇÃO EM COMPUTAÇÃO (WEI), 30. , 2022, Niterói.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2022
.
p. 239-250.
ISSN 2595-6175.
DOI: https://doi.org/10.5753/wei.2022.223150.
