Assessing the Effects of Feedback: Muti-Method and Mutidirections in Multi-Pedagogical Courses
AbstractInstructors have frequently been encouraged to provide feedback to students in a timely and meaningful manner. Providing meaningful and useful feedback can be complicated by courses that utilize a variety of pedagogical approaches simultaneously. Students may be doing well in one part of the course and less well in another. In addition, students may become confused about their actual level of achievement and tend to ignore or misinterpret feedback provided by the instructor. This paper describes the results of using an instrument designed to not only provide feedback about student performance, but to also elicit student perceptions about the meaning of the feedback.
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