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A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing
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Students tell us what good written feedback looks like
Susanne Voelkel1, Tunde Varga-Atkins2, Luciane V Mello1
1School of Life Sciences, University of Liverpool, UK.
FEBS Open Bio
|March 17, 2020
Summary
Students engage with feedback when they find it useful. Effective written feedback is specific, details how to improve, and is honest and constructive, according to student perceptions.
Area of Science:
- Educational Psychology
- Assessment and Evaluation
Background:
- Student engagement with learning is crucial for academic success.
- The utility of feedback is a key determinant of student engagement.
- Understanding student perceptions of effective feedback is vital for improving learning outcomes.
Purpose of the Study:
- To identify the characteristics of written feedback that students perceive as effective.
- To provide evidence-based recommendations for educators on delivering impactful feedback.
Main Methods:
- Employed a mixed-method approach combining quantitative and qualitative data.
- Analyzed student-identified 'good' feedback, administered student questionnaires, and conducted interviews and focus groups.
Main Results:
- Student perceptions of 'good' feedback varied in length and composition.
- Key characteristics identified: detailed, specific, actionable improvement guidance, honesty, and constructiveness.
- Positive reinforcement was valued but infrequently present in examples; feedforward was perceived as less important than immediate improvement.
Conclusions:
- Effective written feedback should be specific, actionable, honest, and constructive to foster student engagement.
- Educators should prioritize detailed guidance for improvement in current assignments.
- Further research could explore the role of positive reinforcement and feedforward in different educational contexts.
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