English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Tools annual

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Presents the access of premium content as premium feature

Premium Content

Global: Zendy Plus annual

Global: Zendy Free Plan

Background  Teacher feedback on student reflective writing is recommended to improve learners’ reflective competence. To be able to improve teacher feedback on reflective writing, it is essential to gain insight into which characteristics of written feedback stimulate students’ reflection processes. Therefore, we investigated (1) which characteristics can be distinguished in written feedback comments on reflective writing and (2) which of these characteristics are perceived to stimulate students’ reflection processes.    Methods  We investigated written feedback comments from forty-three teachers on their students’ reflective essays. In Study 1, twenty-three medical educators grouped the comments into distinct categories. We used Multiple Correspondence Analysis to determine dimensions in the set of comments. In Study 2, another group of twenty-one medical educators individually judged whether the comments stimulated reflection by rating them on a five-point scale. We used  t -tests to investigate whether comments classified as stimulating and not stimulating reflection differed in their scores on the dimensions.    Results  Our results showed that characteristics of written feedback comments can be described in three dimensions:  format of the feedback  (phrased as statement versus question),  focus of the feedback  (related to the levels of students’ reflections) and  tone of the feedback  (positive versus negative). Furthermore, comments phrased as a question and in a positive tone were judged as stimulating reflection more than comments at the opposite side of those dimensions ( t  = (14.5) = 6.48;  p  = < .001 and  t  = (15) = −1.80;  p  < .10 respectively). The effect sizes were large for  format of the feedback comment  ( r  = .86) and medium for  tone of the feedback comment  ( r  = .42).    Conclusions  This study suggests that written feedback comments on students’ reflective essays should be formulated as a question, positive in tone and tailored to the individual student’s reflective level in order to stimulate students to reflect on a slightly higher level. Further research is needed to examine whether incorporating these characteristics into teacher training helps to improve the quality of written feedback comments on reflective writing.

Which characteristics of written feedback are perceived as stimulating students’ reflective competence: an exploratory study