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Vol. 15 No. 40 (2024)
Investigación y pedagogía

Investigación y pedagogía

Feedback in 21st Century Higher Education

https://doi.org/10.19053/uptc.22160159.v15.n40.2024.17823

Published 2024-07-02

  • Gustavo Cárdenas
    • ,
  • Fabio Giraldo
    • ,
  • Martha Cecilia Giraldo Montoya
    • ,
  • Armando Zambrano Leal
    • ,
  • Dayaris Jheliksa Ropero Casiano
    • ,
  • Luisa María Sánchez Díaz

Gustavo Cárdenas
Unidad Central del Valle del Cauca

Fabio Giraldo
Unidad Central del Valle del Cauca

Martha Cecilia Giraldo Montoya
Unidad Central del Valle del Cauca

Armando Zambrano Leal
Unidad Central del Valle del Cauca

Dayaris Jheliksa Ropero Casiano
Unidad Central del Valle del Cauca

Luisa María Sánchez Díaz
Unidad Central del Valle del Cauca

Abstract

This article presents the results of a documentary analysis research on the use of feedback in Higher Education. The methodology used for the review, systematization and documentary analysis was the “Preferred Reporting Items for Systematic Reviews and Meta-Analyses”. Research articles published between 2014 and 2023, extracted from Scopus, were analysed. The geographical field selected for collecting the publications was Europe, due to its extensive research on feedback, which is relevant to the educational context of countries like ours. The perspective and methods used by European countries to improve student learning through feedback were examined. Among the main conclusions are the positive assessment of feedback in higher education, the need to promote the formulation and monitoring of learning plans in students to encourage commitment to their own training process and improve their self-perception. However, this requires training teachers of different disciplines in effective assessment and feedback practices.

Keywords

self-assessment, evaluation, feedback, higher education, learning, teaching

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