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.
| Original language | American English |
|---|---|
| Journal | Assessment and Evaluation in Higher Education |
| Volume | 47 |
| DOIs | |
| State | Published - Jan 1 2022 |
Keywords
- combined feedback
- online feedback
- Positive feedback
- student perception
Disciplines
- Educational Assessment, Evaluation, and Research
- Educational Methods
- Higher Education
- Scholarship of Teaching and Learning
- University Extension