Students’ Role in Making Feedback Motivating

Abstract

This study discusses students’ role in making feedback motivating, areas of concern embody students’ expectations of themselves, their perceptions of their own skills, effort expenditure, their responsibilities within the learning process and the roles they play within the feedback-giving episodes. It includes participation in peer feedback-giving practice; increase the habit of self-evaluation, learning collaboratively with their peers, communication with parents and making open dialogue with teachers. As active learners, students ought to take responsibility for and manage their own learning. Findings in this study implied that self and peer-assessment are effective tools in motivating students to learn. The advantages are three-fold. First, self and peer-assessment acquaint students with the success criteria in order that they understand better how they fill the gap between their current performance and the expected outcome. Second, they facilitate students taking over a pro-active role in the learning, teaching and assessment process. It helps the transition towards a more student-centered approach of teaching and learning. Self and peer-assessment therefore help students develop a stronger sense of themselves as learners. Third, peers as important others can bring very positive impact on students’ motivation to learn.

DOI: 10.5901/jesr.2013.v3n7p46