Study on Formative Feedback
Aspects of formative feedback that best promote innovative thinking in the application of learning to future work in undergraduate learning
Research by Natalie Hart, Cohl Miller, and Kveta Mlynarova
Instructional Problem: Many professors teaching in person in higher education do not understand the best practices in giving formative feedback. The problem is compounded in online learning. This study sought to understand how formative feedback can promote critical thinking and developed work in online learners.
Context: This group project was completed as an assignment in the Inquiry and Measurement course. I served as the leader in terms of posting documents and reminders, but the conceptualization and effort was shared equally in our group. We did not divide up the project; we worked together on all of the elements.
The project was born as a merger of our different original ideas. I was interested in the use of oral feedback. Mlynarova was interested in multi-modal feedback and Miller was interested in formative feedback and critical thinking. We adapted and merged our ideas to look at the triangulation of the mode of feedback, the promotion of critical thinking, and the use of feedback in revision processes.
After merging and comparing research, we designed a survey and interview questions to capture student insight on formative feedback. We analyzed the data, extrapolated findings, and reported our research. Though this paper was not intended for publication, my group sought to create work that could rise to that level of quality.
Analysis Competencies:
Analyze learning and performance problems to recommend appropriate solutions.
Use appropriate data collection methods and tools to conduct analyses.
Evaluation and Research Competencies:
Apply appropriate qualitative and quantitative data collection methods.
Collect, analyze, and summarize data.
Personal and Interpersonal Skills Competencies:
Give and receive constructive feedback.
Competency Connections:
In this project, I analyzed prior research to develop research questions and inquiry tools. I worked from a particular performance problem that I encountered in my own classes. We designed data collection tools, collected data, analyzed it, and reported findings. In the process of this research, my peers and I gave each other constructive feedback to collaborate and refine our project.