Students’ Use of Written Feedback in Science Notebooks

• In Event: Examining Feedback Practices in Multiple Settings With Multiple Perspectives

Abstract

Objectives
Feedback practice is considered vital in supporting student learning. However, it has been inadequately enacted in classrooms (e.g., Knight, 2003; Ruiz-Primo & Li, 2013; Vercauteren, 2005). The formative value of feedback lies exactly in the fact that students can make sense of and act on the feedback. In this study we investigate how secondary students engaged with the written feedback by their science teachers or peers. Our study focuses on two questions: (1) How was the written feedback on science notebooks used by students? And (2) What characteristics of the written feedback practices were associated with students’ feedback use?

Theoretical Perspective
We define feedback as the provision of information about what/how/why successfully something is being, has been done, and/or needs to be done. Feedback can be considered so only if it can lead to an improvement of the student’s competence (Ramaprasad, 1983; Sadler, 1989).
So what makes feedback effective to student learning? First, good feedback consists of non-evaluative descriptions of both strengths and weaknesses in relation to established criteria (Salder, 1989). Instead of reiterating the desired goals, it should offer specific, concrete strategies (e.g., Brookhart, 2008; Sadler, 1998; Torrance & Pryor, 1998). Second, effective feedback should position a student as the agent in improving and initiating his/her own learning. That is, feedback practices must create opportunities for students to provide peers or self-feedback as well as to review and respond to feedback. Finally, feedback should be clear and understandable to students, concrete enough yet not too prescribed as a recipe about what to do next (e.g., Brookhart, 2008).

Method
We combined the feedback typology proposed by Tunstall and Gipps (1996) and the framework by Ruiz-Promo and Li (2013) to develop a coding system to analyze the characteristics of: (1) feedback students received (e.g., specificity, learning focus), and (2) feedback practices teachers implemented (e.g., opportunities to react, persistence). We also analyzed student notebooks to pinpoint different ways students engaged with feedback (e.g., revising a particular work only, taking up the feedback in future work).

Data
Participants included twelve secondary science teachers and a random stratified sample of 98 students, nine students per teacher. Student notebooks of one physical science unit, including 12 investigations, were the main source of information. We coded the notebooks to examine teachers’ written feedback practices and students’ use of feedback throughout the unit. Video clips when teachers orally communicated about notebook work were another source of data.

Results
The paper will provide complete information on the statistical analysis of forms, quality, and characteristics of teachers’ feedback practices and students’ engagement with feedback. Our preliminary analysis found that feedback responded by students either addressed the scientific communication aspect of student work or clearly explained to students which part needed to be improved with examples. The feedback use was mediated by students’ proficiency level.

Significance
This paper will present evidence on the relationship between characteristics of feedback practices and students’ feedback use. It will inform researchers and practitioners on relevant areas for implementing effective feedback practices.

Authors

• Min Li, University of Washington

• Maria Araceli Ruiz-Primo, University of Colorado - Denver

• Phonraphee Thummaphan, University of Washington - Seattle