Teacher’s intention vs student’s perception of feedback on laboratory reports

Students' written reports are important elements of laboratory for allowing students to document their understanding. Feedback on these reports is therefore crucial for their continued learning.

Based on interviews with students and teachers, and student reports containing written feedback notes, teachers' intentions were compared with student's perception of the feedback.

While written comments were intended to guide the students toward further action, students often disregarded the feedback if reports were assessed as passed. Thus, the summative element in the feedback overshadowed the intended formative feedback.

Teachers and students value oral dialogue in the laboratory. Implications for feedback practices are discussed based on the theory of congruence of learning environments. 

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