Perspectivas e investigación reciente sobre retroalimentación en el aula: Consideraciones para un enfoque pedagógico y dialógico

Autores/as

DOI:

https://doi.org/10.15359/ree.27-1.14547

Palabras clave:

Retroalimentación, enfoques de retroalimentación, enfoque pedagógico y dialógico, ensayo bibliográfico

Resumen

Propósito. En este ensayo bibliográfico se analizan las perspectivas e investigación reciente sobre retroalimentación. El argumento central sostiene que es necesario un enfoque pedagógico y dialógico para indagar sobre la interacción entre docente-estudiante y las formas en que participan, interpretan y utilizan la información de la retroalimentación el estudiantado para construir conocimiento. Discusión. El debate se focaliza en la crítica al enfoque de transmisión de información que limita la retroalimentación como una práctica monólogica-unidirecccional centrada en el profesorado. En contraposición, el enfoque socio-constructivista la comprende como un fenómeno social en el que interactúan docentes y estudiantes. Sin embargo, ambas perspectivas reducen la discusión a la búsqueda de un modelo genérico para las buenas prácticas y limitan su función al logro del aprendizaje como producto cognitivo. Conclusiones. Es importante enriquecer el estudio en el campo desde un enfoque pedagógico y de naturaleza social que asuma la retroalimentación como una interacción con la finalidad de problematizar las perspectivas dominantes que delimitan su acción como producto cognitivo relacionado con el rendimiento académico en contextos de educativos.

Biografía del autor/a

David Herrera-Araya, Universidad Diego Portales

Profesor de Historia y Ciencias Sociales. Magíster en Historia, Magíster en Educación, Doctorando en Educación, Universidad Diego Portales/Universidad Alberto Hurtado. Profesor de Evaluación Educativa en el Departamento de Educación, Universidad de Santiago de Chile.

Referencias

Agius, N. M. y Wilkinson, A. (2014). Students’ and teachers’ views of written feedback at undergraduate level: A literature review. Nurse Education Today, 34(4), 552-559. https://doi.org/10.1016/j.nedt.2013.07.005

Ajjawi, R. y Boud, D. (2018). Examining the nature and effects of feedback dialogue. Assessment & Evaluation in Higher Education, 43(7), 1106-1119. https://doi.org/10.1080/02602938.2018.1434128

Alexander, R. (2006). Towards dialogic teaching. Rethinking classroom talk (3.a ed.). Dialogos.

Ball, E. C. (2010). Annotation an effective device for student feedback: A critical review of the literature. Nurse Education in Practice, 10(3), 138-143. https://doi.org/10.1016/j.nepr.2009.05.003

Bezemer, J. y Mavers, D. (2011). Multimodal transcription as academic practice: A social semiotic perspective. International Journal of Social Research Methodology, 14(3), 191-206. https://doi.org/10.1080/13645579.2011.563616

Black, P. y Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: principles, policy & practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102

Blikstad-Balas, M. (2017). Key challenges of using video when investigating social practices in education: contextualization, magnification, and representation. International Journal of Research & Method in Education, 40(5), 511-523. https://doi.org/10.1080/1743727X.2016.1181162

Boud, D. y Molloy, E. (Coords.). (2015). El feedback en educación superior y profesional: Comprenderlo y hacerlo bien. Narcea Ediciones.

Brookhart, S. M. (2008). How to give effective feedback to your students. ASCD.

Carless, D. y 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

Carless, D., Salter, D., Yang, M. y Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36(4), 395-407. https://doi.org/10.1080/03075071003642449

Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83(1), 70-120. https://doi.org/10.3102/0034654312474350

Esterhazy, R. y Damşa, C. (2019). Unpacking the feedback process: An analysis of undergraduate students’ interactional meaning-making of feedback comments. Studies in Higher Education, 44(2), 260-274. https://doi.org/10.1080/03075079.2017.1359249

Hattie, J. y Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487

Ibarra-Sáiz, M. S., Rodríguez-Gómez, G. y Boud, D. (2020). Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement. Higher Education, 80(1), 137-156. https://doi.org/10.1007/s10734-019-00469-2

Jewitt, C. (2012.) An Introduction to using Video for Research. National Center for Research Methods. http://eprints.ncrm.ac.uk/2259/4/NCRM_workingpaper_0312.pdf

Jonsson, A. (2013). Facilitating productive use of feedback in higher education. Active Learning in Higher Education, 14(1), 63-76. https://doi.org/10.1177/1469787412467125

Jordan, B. y Henderson, A. (1995). Interaction Analysis: Foundations and practice. Journal of the Learning Sciences, 4(1), 39-103. https://doi.org/10.1207/s15327809jls0401_2

Juwah, C., Macfarlane-Dick, D., Matthew, B., Nicol, D., Ross, D. y Smith, B. (2004). Enhancing student learning through effective formative feedback. LTSN. https://www.advance-he.ac.uk/knowledge-hub/enhancing-student-learning-through-effective-formative-feedback

Kluger, A. N. y DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254-284. https://doi.org/10.1037/0033-2909.119.2.254

Lam, R. (2017). Enacting feedback utilization from a task-specific perspective. The Curriculum Journal, 28(2), 266-282. https://doi.org/10.1080/09585176.2016.1187185

Li, J. y de Luca, R. (2014). Review of assessment feedback. Studies in Higher Education, 39(2), 378-393. https://doi.org/10.1080/03075079.2012.709494

Lipnevich, A. A. y Panadero, E. (2021). A review of Feedback models and theories: Descriptions, definitions, and conclusions. Frontiers in Education, 6, 1-29. https://doi.org/10.3389/feduc.2021.720195

Mercer, N. (2010). The analysis of classroom talk: Methods and methodologies. British Journal of Educational Psychology, 80(1), 1-14. https://doi.org/10.1348/000709909X479853

Nicol, D. (2021). The power of internal feedback: Exploiting natural comparison processes. Assessment & Evaluation in Higher Education, 46(5), 756-778. https://doi.org/10.1080/02602938.2020.1823314

Nicol, D. (2010). From monologue to dialogue: improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35(5), 501-517. https://doi.org/10.1080/02602931003786559

Penlington, C. (2008). Dialogue as a catalyst for teacher change: A conceptual analysis. Teaching and Teacher Education, 24(5), 1304-1316. https://doi.org/10.1016/j.tate.2007.06.004

Ramaprasad, A. (1983). On the definition of feedback. Behavioral Science, 28(1), 4-13. https://doi.org/10.1002/bs.3830280103

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

Snell, J. (2011). Interrogating video data: Systematic quantitative analysis versus micro‐ethnographic analysis. International Journal of Social Research Methodology, 14(3), 253-258. https://doi.org/10.1080/13645579.2011.563624

Steen-Utheim, A. y Wittek, A. L. (2017). Dialogic feedback and potentialities for student learning. Learning, Culture and Social Interaction, 15, 18-30. https://doi.org/10.1016/j.lcsi.2017.06.002

Sutton, P. (2012). Conceptualizing feedback literacy: Knowing, being, and acting. Innovations in Education and Teaching International, 49(1), 31-40. https://doi.org/10.1080/14703297.2012.647781

Van der Kleij, F., Adie, L. E. y Cumming, J. J. (2019). A meta-review of the student role in feedback. International Journal of Educational Research, 98, 303-323. https://doi.org/10.1016/j.ijer.2019.09.005

Wegerif, R. (2017). Dialogic education. University of Cambrige.

Winstone, N. E., Nash, R. A., Parker, M. y 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

Wisniewski, B., Zierer, K. y Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology, 10, 1-14. https://doi.org/10.3389/fpsyg.2019.03087

Publicado

2023-01-01

Cómo citar

Perspectivas e investigación reciente sobre retroalimentación en el aula: Consideraciones para un enfoque pedagógico y dialógico (D. Herrera-Araya , Trans.). (2023). Revista Electrónica Educare, 27(1), 1-19. https://doi.org/10.15359/ree.27-1.14547

Número

Sección

Ensayos (Sección arbitrada)

Cómo citar

Perspectivas e investigación reciente sobre retroalimentación en el aula: Consideraciones para un enfoque pedagógico y dialógico (D. Herrera-Araya , Trans.). (2023). Revista Electrónica Educare, 27(1), 1-19. https://doi.org/10.15359/ree.27-1.14547

Comentarios (ver términos de uso)