Outcomes of the action inquiry

Analysis of students' perceptions of feedback

In the two verbal feedback contexts, face-to-face feedback (class 1 N=31, class 2 N=34), and the online pre-recorded verbal feedback context where students were able to listen to the feedback at their convenience (class N=20), all or a majority of students, felt the feedback helped them learn (Table 1). In the case of the online feedback 70% of students listened to the feedback more than once.

In each face-to-face context most students agreed the feedback had been given in accordance with each checklist item (Table 2). In fact, for only one item in each of the face-to-face feedback contexts, did a student feel the feedback was unsatisfactory (item 6 in class 1 and item 5 in class 2). In face-to-face class 1 the majority of students agreed the feedback was either satisfactory or excellent for each checklist item. In face-to-face class 2 it was noticeable that a smaller proportion of students agreed feedback had been specific (item 4), prioritized (item 5) and focused on the positive (item 6). A high proportion of students responded with the neutral option for each of these items.

The second face-to-face class contained a small number of very vocal and self-confident students. These were distinction students who were very good but not brilliant. Such students are often dissatisfied and cannot understand why they do not get High Distinctions. Usually their work lacks the extra spark and leap of intuition and creativity, but is immaculately presented and very sound in approach. This class was also composed of students whose work was at the other end of the spectrum (mediocre or inadequate). You can only find so many good things to say about these projects. I did work on my feedback beforehand with other staff. That is, I asked their opinion of the work and how to move it forward because I anticipated a specific need in this group for the feedback to be focused on the positive.

In the online context, as in both face-to-face contexts, the majority of students agreed the feedback was given as described by each of the checklist items (Table 2). Only one student felt item 3 was unsatisfactory and one student felt item 4 was unsatisfactory. For most items only a few students ticked the neutral response on the five point scale. Interestingly, two of the three feedback items in face-to-face class 2 for which an increased proportion of students gave a neutral response (items 4 & 5), were also assigned a neutral value by some online students.

اخر الاخبار

اخبار العتبة العباسية المقدسة

متحف الكفيل يباشر صيانة منسوجات تراثية تابعة للعتبة العسكرية المقدسة

العتبة العباسية المقدسة تستذكر مظلومية الإمام الكاظم (عليه السلام) عبر مجلس عزاء

قسم العلاقات العامة يناقش مع منتدى شباب الإسكان إقامة مهرجان تكريم طالبات المدارس المرتديات العباءة في القادسية

سماحة السيد الصافي يدعو إلى توحيد الجهود في تحقيق التراث لضمان الرصانة والدقة وخدمة الساحة العلمية

المزيد

الآخبار الصحية

6 فواكة تساعدك على الشعور بتحسّن عند المرض

حفاظا على صحة العين.. هذا أفضل وقت لتناول فيتامين أ

الاستخدام اليومي لسماعات الأذن.. أخطر مما تتصور !

هل توقيت نشاطك اليومي يؤثر على صحة دماغك؟.. العلماء يجيبون

المزيد

الآخبار التكنلوجية

ابتكار ألماني قد يغيّر مستقبل صناعة البلاستيك

تحديثات وأرباح عبر المشاهدات.. ما الذي تخطط له "لينكد إن"؟

"الكوكايين الوردي".. مخدر جديد يثير قلق السلطات الأميركية

دراسة: تغيّرات في أسلوب القيادة قد تكشف مبكرا عن الخرف !

المزيد

مواضيع ذات صلة

Parents with Learning Disabilities CONCLUSION

PROVISION OF SUPPORT

CARING FOR CHILDREN

EUGENICS AND ETHICAL ISSUES

PARENTING

DISCRIMINATION AND DIVERSITY

THE HISTORICAL PERSPECTIVE

Parents with Learning Disabilities

Legislation and Learning Disabilities CONCLUSION

LEGAL SAFEGUARDS

MENTAL CAPACITY ACT 2005

THE HUMAN RIGHTS ACT 1998