Does Process Oriented Student Feedback Help College Math Achievement?
Track
Research Project / Learning Theories and Pedagogy
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
Recommended Citation
Wijetunge, Tharanga and Premadasa, Kirthi, "Does Process Oriented Student Feedback Help College Math Achievement?" (2016). SoTL Commons Conference. 88.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2016/88
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.
