Types of formative feedback provided by technology teachers during practical assessment tasks-Reference-Cited by-同舟云学术

Types of formative feedback provided by technology teachers during practical assessment tasks

Published:2024-06-01 Issue:6 Volume:20 Page:em2448
ISSN:1305-8215
Container-title:Eurasia Journal of Mathematics, Science and Technology Education
language:
Short-container-title:EURASIA J Math Sci Tech Ed

Author:

Loubser Nelé¹^ORCID,Rauscher Willem¹^ORCID,Blom Nicolaas²^ORCID

Affiliation:

1. University of Pretoria, Pretoria, SOUTH AFRICA

2. University of Limerick, Limerick, IRELAND

Abstract

Technology learners require formative feedback from their teachers to aid them in structuring and solving design problems. Without such feedback, learners often do not explore sub-problems and are inclined to reproduce known and existing solutions. Due to a paucity of literature on formative feedback in technology classrooms, this study investigated the formative feedback types that teachers provide to learners during the problem-structuring and problem-solving phases. A qualitative case study design was employed to investigate such feedback from five technology teachers who supported their learners in solving ill-structured design problems. The findings indicate that teachers’ formative feedback consists predominantly of low-level questions, while generative design questions and low-level comments were the least observed. A deeper understanding of how formative feedback unfolds in a technology classroom may help teachers guide learners through problem structuring and solving. Further research is needed to determine the influence of formative feedback on learners’ design outcomes.

Publisher

Modestum Ltd

Link

https://www.ejmste.com/download/types-of-formative-feedback-provided-by-technology-teachers-during-practical-assessment-tasks-14586.pdf

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