merkintäpalautustutkimukset

Merkintäpalautustutkimukset (literally “assessment of marking feedback”) denote empirical studies that examine the design, delivery, and effects of feedback given within graded assessments. The term is used primarily in Finnish educational research, though the underlying concepts are widely applicable. These investigations typically focus on how feedback influences student learning, motivation, and self‑regulation.

The field emerged in the 1990s as a response to growing concerns that traditional one‑way grading was insufficient for fostering deep understanding. Early studies compared oral and written feedback, finding that written comments were more likely to be reread and integrated into subsequent work. Over time, researchers expanded the scope to include formative feedback embedded in the assessment itself, often using rubrics, digital tools, or self‑assessment prompts.

Methodologically, merkintäpalautustutkimukset combine qualitative and quantitative techniques. Surveys capture students’ perceptions of helpfulness and clarity; think‑aloud protocols reveal how learners process feedback cues; experimental designs test different feedback formats against learning outcomes. Interactionist frameworks emphasize the co‑construction of meaning between teacher and learner, suggesting that feedback is most effective when it invites dialogue and reflection.

Key findings indicate that specific, actionable comments paired with graphical elements (e.g., underlining, arrows) promote higher levels of self‑regulation. Conversely, generic praise tends to reinforce surface‑level approaches. Digital platforms enable real‑time, multimodal feedback, but raise issues of noise and over‑submission; hence, evidence supports structured guidelines for instructors.

Future directions focus on adaptive feedback systems that use machine learning to tailor comments to individual needs, and on embedding culturally responsive feedback practices. Continued research will refine best practices for scaffolding student learning through informed marking feedback.