Proposal Title

Does Process Oriented Student Feedback Help College Math Achievement?

Co-Authors

None

Track

Research Project / Learning Theories and Pedagogy

Proposal Abstract

As students work through their different math assessments, instructors provide feedback regarding incorrect plans and actions used in problem solving. A study (Harks et al., 2014), shows that process oriented feedback provided to a group of high school math students on problem solving in two math topics contributed to their achievement. In this study however, researchers provided a special moderated session for the students to study their individualized feedback. Conversely, our study examines the effect of feedback in a typical college math classroom in the absence of such a session dedicated to learning from feedback. We ask the question, “Does process oriented student feedback help college math achievement?” We present the initial results of a study being conducted in two U.S liberal arts colleges. We provide detailed feedback to student performance in selected problem types appearing in weekly quizzes. We then measure the effect of this feedback by observing student performance in similar problems appearing in mid-term and final exams.

Session Format

Presentation Session

Location

Room 217

Publication Type and Release Option

Presentation (Open Access)

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Apr 1st, 11:00 AM Apr 1st, 11:45 AM

Does Process Oriented Student Feedback Help College Math Achievement?

Room 217

As students work through their different math assessments, instructors provide feedback regarding incorrect plans and actions used in problem solving. A study (Harks et al., 2014), shows that process oriented feedback provided to a group of high school math students on problem solving in two math topics contributed to their achievement. In this study however, researchers provided a special moderated session for the students to study their individualized feedback. Conversely, our study examines the effect of feedback in a typical college math classroom in the absence of such a session dedicated to learning from feedback. We ask the question, “Does process oriented student feedback help college math achievement?” We present the initial results of a study being conducted in two U.S liberal arts colleges. We provide detailed feedback to student performance in selected problem types appearing in weekly quizzes. We then measure the effect of this feedback by observing student performance in similar problems appearing in mid-term and final exams.