Analysis of teacher's written feedback in biology inquiry task with stress on affective connotations

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F22%3A43905474" target="_blank" >RIV/60076658:12410/22:43905474 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.esera.org/wp-content/uploads/2023/02/CNF21-Complete-eProceedings.pdf" target="_blank" >https://www.esera.org/wp-content/uploads/2023/02/CNF21-Complete-eProceedings.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Analysis of teacher's written feedback in biology inquiry task with stress on affective connotations

Popis výsledku v původním jazyce

This article focuses on the analysis of written feedback provided by teachers on the student’s solution to a human biology inquiry task during distance teaching in Covid-19 lockdown. The analysis monitored whether the written feedback was formative, contained affective connotations, and an explanation of the evaluation criteria. In total, four classes of students (N = 60) and four teachers from three selected schools participated in this study. Teachers’ feedback was analyzed using the coding tool developed and verified within the ASSIST-ME project. The analysis showed that the teachers tried to make their comments formative, explained the evaluation criteria repeatedly to the students, and justified why the student’s solution is incorrect. The affective connotations were rather exceptional in the feedback provided. Teachers stated that it was difficult to write a comment that was easy to understand for the students and that they would prefer to provide oral feedback where they could clarify everything with the students immediately. Teachers who provided feedback that contained affective connotations also added that they would like to motivate students with these positive comments.

Název v anglickém jazyce

Analysis of teacher's written feedback in biology inquiry task with stress on affective connotations

Popis výsledku anglicky

This article focuses on the analysis of written feedback provided by teachers on the student’s solution to a human biology inquiry task during distance teaching in Covid-19 lockdown. The analysis monitored whether the written feedback was formative, contained affective connotations, and an explanation of the evaluation criteria. In total, four classes of students (N = 60) and four teachers from three selected schools participated in this study. Teachers’ feedback was analyzed using the coding tool developed and verified within the ASSIST-ME project. The analysis showed that the teachers tried to make their comments formative, explained the evaluation criteria repeatedly to the students, and justified why the student’s solution is incorrect. The affective connotations were rather exceptional in the feedback provided. Teachers stated that it was difficult to write a comment that was easy to understand for the students and that they would prefer to provide oral feedback where they could clarify everything with the students immediately. Teachers who provided feedback that contained affective connotations also added that they would like to motivate students with these positive comments.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/TL02000368" target="_blank" >TL02000368: Hyperspace pro formativní hodnocení a badatelsky orientovanou výuku v přírodovědných předmětech a matematice</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Fostering scientific citizenship in an uncertain world (Proceedings of ESERA 2021)

ISBN

978-972-8952-82-2

ISSN

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e-ISSN

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Počet stran výsledku

10

Strana od-do

845-854

Název nakladatele

CIEC, University of Minho

Místo vydání

Braga

Místo konání akce

Braga

Datum konání akce

30. 8. 2021

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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