Action research on the effect of descriptive and evaluative feedback order on student learning in a specialized mathematics and science secondary school
Abstract We investigated the effect of feedback order—teachers’ written, descriptive comments followed by evaluative scores—on students’ performance and learning for chemistry and mathematics in a Singapore mathematics and science specialized secondary school. This action research adopted an explana...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Brill | Sense
2017-09-01
|
| Series: | Asia-Pacific Science Education |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s41029-017-0015-y |
| _version_ | 1819181339900903424 |
|---|---|
| author | Hooi Ling Chua Sheau Huey Lee Gavin W. Fulmer |
| author_facet | Hooi Ling Chua Sheau Huey Lee Gavin W. Fulmer |
| author_sort | Hooi Ling Chua |
| collection | DOAJ |
| description | Abstract We investigated the effect of feedback order—teachers’ written, descriptive comments followed by evaluative scores—on students’ performance and learning for chemistry and mathematics in a Singapore mathematics and science specialized secondary school. This action research adopted an explanatory mixed-methods design with an intervention, with interviews, student survey, and assessments. The participants were 60 secondary school students: 33 students from secondary-one and 27 students from secondary-four. Repeated measures ANOVA results from the four-week study period indicated that there was no significant difference (p > 0.10) between the performance of the participants who received comments only (C group) and participants who received comments followed by evaluative scores (CS group) for both chemistry and mathematics, indicating there was no negative effect on receiving evaluative scores after the written descriptive comments. Qualitative findings indicated students could recognize the goals of the feedback and the score delay. The study shows that feedback order is important to consider in comparing effects of different forms of feedback, with implications for future research and for practice. |
| first_indexed | 2024-12-22T22:28:40Z |
| format | Article |
| id | doaj.art-e139c3b6a3de4978a6eb97bad3bed317 |
| institution | Directory Open Access Journal |
| issn | 2364-1177 |
| language | English |
| last_indexed | 2024-12-22T22:28:40Z |
| publishDate | 2017-09-01 |
| publisher | Brill | Sense |
| record_format | Article |
| series | Asia-Pacific Science Education |
| spelling | doaj.art-e139c3b6a3de4978a6eb97bad3bed3172022-12-21T18:10:30ZengBrill | SenseAsia-Pacific Science Education2364-11772017-09-013112210.1186/s41029-017-0015-yAction research on the effect of descriptive and evaluative feedback order on student learning in a specialized mathematics and science secondary schoolHooi Ling Chua0Sheau Huey Lee1Gavin W. Fulmer2NUS High School of Mathematics and ScienceNUS High School of Mathematics and ScienceThe University of IowaAbstract We investigated the effect of feedback order—teachers’ written, descriptive comments followed by evaluative scores—on students’ performance and learning for chemistry and mathematics in a Singapore mathematics and science specialized secondary school. This action research adopted an explanatory mixed-methods design with an intervention, with interviews, student survey, and assessments. The participants were 60 secondary school students: 33 students from secondary-one and 27 students from secondary-four. Repeated measures ANOVA results from the four-week study period indicated that there was no significant difference (p > 0.10) between the performance of the participants who received comments only (C group) and participants who received comments followed by evaluative scores (CS group) for both chemistry and mathematics, indicating there was no negative effect on receiving evaluative scores after the written descriptive comments. Qualitative findings indicated students could recognize the goals of the feedback and the score delay. The study shows that feedback order is important to consider in comparing effects of different forms of feedback, with implications for future research and for practice.http://link.springer.com/article/10.1186/s41029-017-0015-yTeacher commentsTeacher feedbackFeedback orderClassroom assessmentAction researchScience education |
| spellingShingle | Hooi Ling Chua Sheau Huey Lee Gavin W. Fulmer Action research on the effect of descriptive and evaluative feedback order on student learning in a specialized mathematics and science secondary school Asia-Pacific Science Education Teacher comments Teacher feedback Feedback order Classroom assessment Action research Science education |
| title | Action research on the effect of descriptive and evaluative feedback order on student learning in a specialized mathematics and science secondary school |
| title_full | Action research on the effect of descriptive and evaluative feedback order on student learning in a specialized mathematics and science secondary school |
| title_fullStr | Action research on the effect of descriptive and evaluative feedback order on student learning in a specialized mathematics and science secondary school |
| title_full_unstemmed | Action research on the effect of descriptive and evaluative feedback order on student learning in a specialized mathematics and science secondary school |
| title_short | Action research on the effect of descriptive and evaluative feedback order on student learning in a specialized mathematics and science secondary school |
| title_sort | action research on the effect of descriptive and evaluative feedback order on student learning in a specialized mathematics and science secondary school |
| topic | Teacher comments Teacher feedback Feedback order Classroom assessment Action research Science education |
| url | http://link.springer.com/article/10.1186/s41029-017-0015-y |
| work_keys_str_mv | AT hooilingchua actionresearchontheeffectofdescriptiveandevaluativefeedbackorderonstudentlearninginaspecializedmathematicsandsciencesecondaryschool AT sheauhueylee actionresearchontheeffectofdescriptiveandevaluativefeedbackorderonstudentlearninginaspecializedmathematicsandsciencesecondaryschool AT gavinwfulmer actionresearchontheeffectofdescriptiveandevaluativefeedbackorderonstudentlearninginaspecializedmathematicsandsciencesecondaryschool |