Student Perspectives of Feedback
File(s)
Date
2019-05Author
Doyle, Jordan
Parsons, Katie
Hoepner, Jerry K.
Metadata
Show full item recordAbstract
A wealth of research across disciplines has identified formative assessments as more conducive
to student learning than traditional summative assessments. A survey was sent to
Communication Sciences and Disorders (CSD) students at the University of Wisconsin-Eau
Claire to examine student perceptions regarding formative feedback. A total of 125 surveys were
completed by undergraduate and graduate students in CSD. Written responses to open-ended
questions such as, “What adds value to individualized feedback?” were coded and categorized
using qualitative, grounded theory coding (Strauss & Corbin, 2008). Recurrent themes included
improving motivation, enhancing future performance, and building a personal connection with
professors, among others. These results may be valuable for educators striving to increase
student understanding, as they consider the benefits of taking time to provide individualized,
formative feedback.
Subject
Teacher-student relationships
Interpersonal relations
Student assessment
Posters
Permanent Link
http://digital.library.wisc.edu/1793/79951Description
Color poster with text, images, charts, and graphs.