Action research on the effect of descriptive and evaluative feedback order on student learning in a specialized mathematics and science secondary school

Hooi Ling Chua; Sheau Huey Lee; Gavin Fulmer

doi:10.1186/s41029-017-0015-y

Back

Journal article

Open access

Peer reviewed

Action research on the effect of descriptive and evaluative feedback order on student learning in a specialized mathematics and science secondary school

Hooi Ling Chua, Sheau Huey Lee and Gavin Fulmer

Asia-Pacific Science Education, Vol.3(1), pp.1-22

12/2017

DOI: 10.1186/s41029-017-0015-y

Files and links (1)

url

https://doi.org/10.1186/s41029-017-0015-yView

Published (Version of record) Open Access

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.

Education

Mathematics Education

Science Education

Teacher comments

Teacher feedback

Teaching and Teacher Education

Learning and Instruction

Action research

Feedback order

Classroom assessment

Details

Title: Subtitle: Action research on the effect of descriptive and evaluative feedback order on student learning in a specialized mathematics and science secondary school
Creators: Hooi Ling Chua - NUS High School of Mathematics and Science 20 Clementi Avenue 1 Singapore 129957 Singapore
Sheau Huey Lee - NUS High School of Mathematics and Science 20 Clementi Avenue 1 Singapore 129957 Singapore
Gavin Fulmer - The University of Iowa N259 Lindquist Center Iowa City IA 52242 USA
Resource Type: Journal article
Publication Details: Asia-Pacific Science Education, Vol.3(1), pp.1-22
DOI: 10.1186/s41029-017-0015-y
ISSN: 2364-1177
eISSN: 2364-1177
Publisher: Springer Singapore; Singapore
Language: English
Date published: 12/2017
Academic Unit: Teaching and Learning
Record Identifier: 9983993486202771

Metrics

39 Record Views

See more details