ERIC Number: EJ690991
Record Type: Journal
Publication Date: 2005-Aug-1
Biology Students' Utilization of Tutors' Formative Feedback: A Qualitative Interview Study
Orsmond, Paul; Merry, Stephen; Reiling, Kevin
Assessment and Evaluation in Higher Education, v30 n4 p369-386 Aug 2005
Ramaprasad (1983) defined feedback as information about the gap between actual performance level and the reference level, which is subsequently used to alter that gap. Feedback, therefore, needs to be meaningful, understood and correctly acted upon. Tutors not only have to give feedback; they should really evaluate how effective their feedback has been. This study reports the findings of semi-structured interviews with third year biology students on their utilization of tutor feedback. We show that students use feedback in six ways. Four specific uses were (a) to enhance motivation; (b) to enhance learning; (c) to encourage reflection; and (d) to clarify understanding. Two further forms of usage were, firstly, to enrich their learning environment and, secondly, to engage in mechanistic enquiries into their study. The findings are discussed in the context of current literature and specific recommendations are given as to how the impact of tutors' feedback could be enhanced.
Descriptors: Biology, Tutors, Feedback, Student Attitudes, Foreign Countries, College Students, Student Motivation, Tutoring
Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A