| Students are reluctant to assert any serious efforts on formative and summative assessments. Lack of self-confidence and perseverance have been associated with this behavior. Formative feedback has an impact on student confidence and motivation. The primary goal of this qualitative action research was to determine how the implementation and evaluation of formative feedback impact students' attitudes and perceptions on their learning and teachers' perceptions of student engagement. Three urban high school mathematics teachers were trained on the Brookhart Formative Feedback Model strategies (timing, amount, audience, and mode). The teachers along with nine African American and one Hispanic high school mathematics students participated in semi-structured interviews and classroom observations. The researcher used a constant comparative method of data analysis to inductively derive category construction directly from the data set. The results revealed formative feedback positively impact students' attitudes and perceptions in the usage of the information on future assignments and assessments as well as the willingness, confidence, and engagement to participate in their learning. However, the finding resulted in students believing formative feedback had not impacted their abilities to perform better on assessments. |
