Literaturnachweis - Detailanzeige
| Autor/inn/en | Faulconer, Emily; Griffith, John; Gruss, Amy |
|---|---|
| Titel | The Impact of Positive Feedback on Student Outcomes and Perceptions |
| Quelle | In: Assessment & Evaluation in Higher Education, 47 (2022) 2, S.259-268 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Faulconer, Emily) ORCID (Griffith, John) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0260-2938 |
| DOI | 10.1080/02602938.2021.1910140 |
| Schlagwörter | Feedback (Response); Undergraduate Students; Inorganic Chemistry; Positive Attitudes; Achievement Gap; Academic Achievement; Self Efficacy; Science Instruction; Student Attitudes; Student Behavior; Grades (Scholastic); Online Courses |
| Abstract | High quality feedback on assessments and deliverables is vital to student success. This pilot study sought to understand the impact of combining positive and performance-gap feedback in an immediate feedback scenario where students were provided multiple attempts to complete an assignment. 176 online undergraduate students were surveyed after completing a general inorganic chemistry course. Some students were provided performance-gap feedback, while others were provided performance-gap and positive feedback. The results suggest that type of feedback provided does not change students' perceptions and self-reported behaviors in the course. However, students who were provided both performance-gap and positive feedback received an average of an entire letter grade higher than the students who received only performance-gap feedback. These findings support the idea that a combination of feedback has a direct positive impact on students in an online setting. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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