University of Manchester, Oxford Road, Manchester, M13 9PL, UK.
Nurse Educ Pract. 2021 Jan;50:102930. doi: 10.1016/j.nepr.2020.102930. Epub 2020 Nov 23.
Formative feedback is widely considered best pedagogic practice to develop and support deep learning, however evidence to support its use and impact on academic achievement is limited. This module evaluation used formative work submitted to Blackboard©, actual student feedback provided and examination board results detailing final achievement, for 353/115 students on one core module in a UK based undergraduate (UG) programme. Quantitative data was analysed using descriptive statistics and the χ2 test, whilst qualitative data from written feedback provided by academic staff was analysed using thematic content analysis. Findings for this group of students indicates those who submitted formative work were significantly more likely to obtain an A grade while students not submitting formative work were more likely to fail. However both quantitative and qualitative analysis indicated this was independent of the amount of feedback, the nature of feedback or the member of academic staff who provided the feedback. This has interesting implications, if students who submit formative work achieve higher summative grades irrespective of formative feedback provision or individual academic staff member, the value of providing written formative feedback must be questioned, and reasons behind this initial finding require more in depth exploration.
形成性反馈被广泛认为是培养和支持深度学习的最佳教学实践，但支持其使用及其对学业成绩的影响的证据有限。本模块评估使用了提交到 Blackboard©的形成性作业、实际学生反馈以及详细说明最终成绩的考试委员会结果，涉及英国本科（UG）课程中一个核心模块的 353/115 名学生。使用描述性统计和 χ2 检验对定量数据进行分析，而使用主题内容分析对学术人员提供的书面反馈中的定性数据进行分析。该组学生的研究结果表明，提交形成性作业的学生获得 A 级的可能性显著更高，而不提交形成性作业的学生更有可能不及格。然而，定量和定性分析都表明，这与提供反馈的数量、反馈的性质或提供反馈的学术人员无关。如果提交形成性作业的学生无论是否提供形成性反馈或个别学术人员的情况如何，都能获得更高的总结性成绩，那么提供书面形成性反馈的价值就值得质疑，并且需要更深入地探讨这一初步发现背后的原因。
