Perceptions and Preferences for Formative Feedback: Relationship With Learning Approaches

• In Event: 16.057 - Roundtable Session 5
  In Roundtable Session: 16.057-9 - Increasing Our Understanding of How Classroom Assessment Works

Abstract

This study investigates CEIT undergraduate students’ perceptions and preferences for formative feedback given for their projects and reports. The study also examines the relationship of these perceptions and preferences with the type of their learning approaches (Deep vs. Surface). Sequential exploratory mixed methods research design was employed. Semi-structured interviews with participants (n=10) resulted in themes describing perceptions and preferences for a variety of formative feedback types and feedback sources. A questionnaire drawn from these themes was exposed to Exploratory Factor Analysis (N=97) and then Confirmatory Factor Analysis (N=250). Results of canonical correlation and factor score correlation analyses conducted on relationship between perceptions/preferences and learning approaches indicated that students’ perceptions and preferences for formative feedback was only associated with deep approach.

Authors

• Mustafa Sat, Middle East Technical University

• Gulfidan Can, Middle East Technical University