Pedagogical Feedback as a Formative Resource to Promote Autonomous Learning in Educational Contexts

Abstract

Education uses feedback as a way for students to become self-sufficient learners and therefore an important factor of this process. This article examines how teaching feedback can foster independent learning using a document analysis of previous research studies in the area of formative assessment; self-regulation; metacognition; and instructional practices. A qualitative methodology was employed for the document review of journal articles; dissertations; books; and other resources from academic institutions. The research indicates that by providing students with feedback, they will be able to see their progress and difficulties in learning and to understand what actions they will need to take to better their academic performance. However, teachers should not provide students with feedback only by identifying mistakes the students have made. Feedback must also be: clear; prompt; specific; constructive; and focused toward future enhancement so that students will be encouraged to reflect critically about the learning process and to actively participate in the learning process. The review also revealed that student autonomous learning does not happen by accident, but rather it requires some type of guidance from the teacher, clear grading criteria, opportunities to discuss their progress; and a place for students to revise their work according to the feedback they received from their teachers. As such, feedback becomes a link between the formative assessment and self-regulated learning processes and provides an opportunity for the student to take greater ownership of their educational growth and development.