Middle School Mathematics Teachers' Opinions on Feedback
Journal Title: International Journal of Assessment Tools in Education - Year 2018, Vol 5, Issue 1
Abstract
During instruction, providing feedbacks improves students’ academic achievements as well as motivates them to actively engage in lesson activities. Feedback is very important for teaching. Feedback is not only a functional tool to provide active involvement of the students to the learning process but also affects the academic success of the student. In this study, it is important to analyze in-service mathematics teachers' opinions on feedback. This study is conceptualized as a qualitative study. The data of this study included in-service teachers’ responses to a semi structured questionnaire, which created by the researchers. In-service teachers’ responses to the interview questions were audio taped and later transcribed verbatim to conduct a content analysis. Twelve mathematics teachers working in 12 different schools in a central district of Kırşehir voluntarily participated in the study during the 2015-2016 academic year. The data of the study were obtained conducting face-to-face interviews with the mathematics teachers. Teachers’ responses to the questionnaire items were analyzed thematically and classified under the following seven headings: style of the feedback, scope of the feedback, principles of providing the feedback, difficulties experienced when providing the feedback, reasons for providing insufficient feedback, the benefits of the feedback, and the significance of the feedback in learning. The results are presented in relation to the literature in the area. Teachers agree that it is not possible to complete students’ gaps in Mathematics with the courses offered in the collective education system. Based on the findings some suggestions about the usage of feedback were provided.
Authors and Affiliations
Hacı Ömer BEYDOĞAN
Keywords
Related Articles
- EP ID EP262159
- DOI 10.21449/ijate.339410
- Views 125
- Downloads 0
Exploring Teachers’ Assessment Practices and Skills
The need for increased use of test results to improve educational outcomes is urgent; yet, there is little understanding in the research literature of practitioners’ knowledge and skills in interpreting and using educati...
Scaling of Ideal Teachers Characteristics with Pairwise Comparison Judgments According to Pre-service Teachers Opinions
In this study, scaling the characteristics that should be found in an ideal teacher according to the pre-service teachers by using the pairwise comparison method was aimed. Thirteen characteristics that an ideal teacher...
Formative Assessment in Teaching the Macedonian Language (Primary Education in R. Macedonia)
In the Republic of Macedonia, the formative assessment represents a new assessment paradigm that focuses on students as active participants during the teaching process. This paradigm was established in 2007 as part of th...
A Comparison of Logistic Regression Models for Dif Detection in Polytomous Items: The Effect of Small Sample Sizes and Non-Normality of Ability Distributions
This study investigated the effectiveness of logistic regression models to detect uniform and non-uniform DIF in polytomous items across small sample sizes and non-normality of ability distributions. A simulation study w...
Developing a Proof-of-Concept Selection Test for Entry into Primary Teacher Education Programs
The purpose of the study is to measure students' performance through different measurement tools and compare the findings through G Theory in order to identify the errors associated with the raters and items to improve t...