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ERIC Number: ED452165
Record Type: Non-Journal
Publication Date: 1994-Apr
Pages: 27
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teachers and Test Feedback.
Stough, Laura M.; Emmer, Edmund T.
This study investigated teachers' emotions as they prepared and administered test feedback sessions related to exams delivered in undergraduate educational psychology courses. Qualitative methodology was used to gather data over two semesters, using grounded theory to collect and analyze data. Seven instructors were observed and interviewed regarding their beliefs about upcoming test-feedback sessions and past experiences with such sessions. Following the feedback sessions, instructors were interviewed about their reactions to the session. Several students were also interviewed about their reactions. The test-feedback sessions evoked high levels of emotionality from instructors and students. Instructors held similar beliefs about feedback sessions, which, when added to past feedback experiences, shaped their expectations for future sessions. These expectations led to various strategies for preparing for upcoming sessions. During the sessions, teachers closely monitoring students' emotional responses, experienced strong emotions while delivering feedback, and attempted to implement classroom procedures to deal with their own and their students' emotions (privatizing sessions, discussing other test items, and having other students discuss problematic items with them). Instructors wished to avoid negative confrontations, but they wanted minimal levels of response from students and were frustrated by low levels of response. (Contains 17 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A