June 26, 2011
June 26, 2011
June 29, 2011
Educational Research and Methods
22.1339.1 - 22.1339.22
Student Responses to and Perceptions of Feedback Received on a Series of Model-Eliciting Activities: A Case Study One challenge in implementing open-ended problems is assessing students’ responsesbecause the open-ended nature of the problems allow for numerous suitable, “good” responses.Specifically, formative assessment- providing the students with feedback on intermittentsolutions- can be especially challenging when it is hoped that students will understand andrespond to the feedback in ways that indicate learning has taken place. The aim of this study is to examine how students perceive and respond to feedbackreceived from a Teaching Assistant (TA) and their peers. This study is part of a larger projectthat focuses on the feedback the students receive as they iterate through multiple drafts of theirsolutions to Model-Eliciting Activities (MEAs). MEAs are open-ended problems requiringstudents to work in teams to develop mathematical models and communicate theirrecommendations to a fictitious client. In this paper, we report findings based upon three interviews the students participated infollowing three MEAs implemented in a single semester. Data analysis consisted of coding theinterviews using an open coding scheme. Frequently used codes were examined to determinerecurring themes in the data. The cases presented are four students belonging to the same teamwho received the same TA and peer feedback on three MEA solutions they created. Eventhough the students created their MEA solutions together and received their TA and peerfeedback as a group, they did not always view the feedback received in the same manner. Findings indicated all four students struggled with the feedback received from their peers.Peer feedback was often not helpful and was sometimes ignored. The students also agreed thequality of peer feedback received deteriorated over the three MEAs. There were differences inthe perception of which portions of the peer feedback were the most helpful. The studentsagreed TA feedback was helpful in bettering their MEA solutions and was more useful than thepeer feedback. However, the students had contradictory perceptions of the level of specificityand vagueness in the TA feedback. Findings from this study suggest TA feedback should be asspecific to each MEA solution as possible. In addition, the peer feedback process requiresadditional examination to improve the quality of feedback given. This study supports the notionthat students need training and education both in how to give feedback as well as how to respondto feedback.
Fry, A. S., & Cardella, M. E., & Diefes-Dux, H. A. (2011, June), Student Responses to and Perceptions of Feedback Received on a Series of Model-Eliciting Activities: A Case Study Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18515
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