The Impact of Instructor Exam Feedback on Student Understanding in a Large-Enrollment Biology Course

被引：4

作者：

Sato, Brian K. ^{[1
,2
]}

Dinh-Dang, Duyen ^{[3
]}

Cruz-Hinojoza, Eduardo ^{[3
]}

Denaro, Kameryn ^{[4
]}

Hill, Cynthia F. C. ^{[5
]}

Williams, Adrienne ^{[4
]}

机构：

[1] Univ Calif Irvine, Mol Biol & Biochem, Irvine, CA 92697 USA

[2] Univ Calif Irvine, Div Teaching Excellence & Innovat, Irvine, CA 92697 USA

[3] UCI, Undergrad Biol Sci Majors, Irvine, CA USA

[4] UCI, TLRC, Irvine, CA USA

[5] Tufts Univ, Dept Educ, Medford, MA 02155 USA

来源：

BIOSCIENCE | 2018年 / 68卷 / 08期

关键词：

undergraduate; assessment; feedback; exams; large enrollment; PEER ASSESSMENT; IMPROVES PERFORMANCE; FOCUS;

D O I：

10.1093/biosci/biy058

中图分类号：

Q [生物科学];

学科分类号：

07 ; 0710 ; 09 ;

摘要：

Encouraging students to reflect on their exam answers in response to expert feedback may result in increased classroom performance and highlights that learning is an ongoing experience rather than one terminated at exam completion. In this study, we assessed the impact of instructor-delivered midterm feedback, employing a system in which students were not only given the opportunity to reflect on their answers, but to then engage in an email discussion about the feedback with the instructor. We found that the students who participated in the feedback process provided higher quality responses to similar final-exam questions. Using surveys and interviews, we identified components of the feedback process that the students perceived to be most valuable. We would encourage instructors to incorporate exam feedback in the assessment process not only because of its potential to enhance learning but also to increase opportunities for students to reflect on their own understanding.

引用

页码：601 / 611

页数：11

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