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Descriptive Feedback On Students’ Assignments

Posted on:2015-02-28Degree:MasterType:Thesis
Country:ChinaCandidate:W J GuoFull Text:PDF
GTID:2267330431962868Subject:Curriculum and pedagogy
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Feedback on assignments has a significant impact on students’ academic progress. The most popular methods used are marks or grades, which are not helpful enough to students’ academic success because of its lack of concrete descriptive information on their actual performance. Descriptive feedback is promising to be a good tool for students to improve their performance. What is descriptive feedback? How does descriptive feedback contribute to students’ academic performance? Actually, we know little about these.A concurrent mixed methods research design which combines quantitative and qualitative date collection and date analysis will be employed in the study. They include:text-analysis, in-depth phenomenological interview; focus groups; and observations to participants. The combination of the quantitative and qualitative methods is designed to minimize the research deviation. The sample is a primary school in shanghai which has experienced2-year feedback reform on students assessments. This research is aimed to explore the definition, connotation, process, structure and its methods."Descriptive Feedback", as a language descriptive way to provide concrete, operative information on existing situation of learning or teaching, influencing factor, causes and improving tactics, is a spiral process. The descriptive feedback has features as timely, communicative non-bias, focusing on problems, structure, students involving in the feedback process. The types of descriptive feedback can be catalogued by the subject, spot, nature as well as its content. Besides, the process and structure is a spiral loop, which is featured by its continuance, spirals and goal achieving. During this process, there exist three points that students should know via descriptive feedback:1.learning goals;2. the distance between existing performance and the goal;3.approaches to bridge the gap. What’s more, teachers have the responsibility to track students’ academic progress. To practice descriptive feedback, teachers need a structure method. To begin with, teachers should try to guide their students think about the kind of feedback they wanted; and then encourage students involve the feedback process; and at last, track their academic performance. Due to the differences between subjects as well as their cognitive styles, the "quality" and "quantity" of the descriptive feedback should be somewhat different. In addition, in the descriptive feedback, there exists "diminishing marginal effect", and it has its certain scope of application. Based on the analysis of documents, this research designs some examples and practicing models, helping teachers use descriptive feedback in their teaching practice.
Keywords/Search Tags:Assessment on assignment, Feedback, Descriptive feedback, Spiral Feedback loop
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