Abstract

High quality feedback on assessments and deliverables is vital to student success. This pilot study sought to understand the impact of combining positive and performance-gap feedback in an immediate feedback scenario where students were provided multiple attempts to complete an assignment. 176 online undergraduate students were surveyed after completing a general inorganic chemistry course. Some students were provided performance-gap feedback, while others were provided performance-gap and positive feedback. The results suggest that type of feedback provided does not change students’ perceptions and self-reported behaviors in the course. However, students who were provided both performance-gap and positive feedback received an average of an entire letter grade higher than the students who received only performance-gap feedback. These findings support the idea that a combination of feedback has a direct positive impact on students in an online setting.

摘要

关于评估和可交付成果的高质量反馈对于学生的成功至关重要。这项试点研究旨在了解在即时反馈场景中结合积极反馈和绩效差距反馈的影响，在该场景中，学生被多次尝试完成作业。在完成普通无机化学课程后，对 176 名在线本科生进行了调查。一些学生获得了表现差距反馈，而另一些学生则获得了表现差距和积极反馈。结果表明，提供的反馈类型不会改变学生在课程中的看法和自我报告的行为。然而，同时获得绩效差距和积极反馈的学生比只接受绩效差距反馈的学生平均高出一个字母等级。