Biology Students' Utilization of Tutors' Formative Feedback: A Qualitative Interview Study

Autor/inn/en	Orsmond, Paul; Merry, Stephen; Reiling, Kevin
Titel	Biology Students' Utilization of Tutors' Formative Feedback: A Qualitative Interview Study
Quelle	In: Assessment and Evaluation in Higher Education, 30 (2005) 4, S.369-386 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
Schlagwörter	Biology; Tutors; Feedback; Student Attitudes; Foreign Countries; College Students; Student Motivation; Tutoring + Suchen Sie Ihr Suchwort? Biologie; Förderlehrer; Lehrender; Tutor; Schülerverhalten; Ausland; Collegestudent; Schulische Motivation; Förderkonzept; Nachhilfeunterricht
Abstract	Ramaprasad (1983) defined feedback as information about the gap between actual performance level and the reference level, which is subsequently used to alter that gap. Feedback, therefore, needs to be meaningful, understood and correctly acted upon. Tutors not only have to give feedback; they should really evaluate how effective their feedback has been. This study reports the findings of semi-structured interviews with third year biology students on their utilization of tutor feedback. We show that students use feedback in six ways. Four specific uses were (a) to enhance motivation; (b) to enhance learning; (c) to encourage reflection; and (d) to clarify understanding. Two further forms of usage were, firstly, to enrich their learning environment and, secondly, to engage in mechanistic enquiries into their study. The findings are discussed in the context of current literature and specific recommendations are given as to how the impact of tutors' feedback could be enhanced. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10