Types of formative feedback provided by technology teachers during practical assessment tasks

Nelé Loubser; Willem Rauscher; Nicolaas Blom

doi:10.29333/ejmste/14586

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Nelé Loubser ¹ , Willem Rauscher ¹ ^* , Nicolaas Blom ²

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¹ University of Pretoria, Pretoria, SOUTH AFRICA² University of Limerick, Limerick, IRELAND^* Corresponding Author

Abstract

Technology learners require formative feedback from their teachers to aid them in structuring and solving design problems. Without such feedback, learners often do not explore sub-problems and are inclined to reproduce known and existing solutions. Due to a paucity of literature on formative feedback in technology classrooms, this study investigated the formative feedback types that teachers provide to learners during the problem-structuring and problem-solving phases. A qualitative case study design was employed to investigate such feedback from five technology teachers who supported their learners in solving ill-structured design problems. The findings indicate that teachers’ formative feedback consists predominantly of low-level questions, while generative design questions and low-level comments were the least observed. A deeper understanding of how formative feedback unfolds in a technology classroom may help teachers guide learners through problem structuring and solving. Further research is needed to determine the influence of formative feedback on learners’ design outcomes.

Keywords

formative feedback
problem-solving
problem structuring
technology education

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2024, Volume 20, Issue 6, Article No: em2448

https://doi.org/10.29333/ejmste/14586

Publication date: 01 Jun 2024

Online publication date: 07 May 2024

Article Views: 585

Article Downloads: 271

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How to cite this article

APA

Loubser, N., Rauscher, W., & Blom, N. (2024). Types of formative feedback provided by technology teachers during practical assessment tasks. Eurasia Journal of Mathematics, Science and Technology Education, 20(6), em2448. https://doi.org/10.29333/ejmste/14586

Vancouver

Loubser N, Rauscher W, Blom N. Types of formative feedback provided by technology teachers during practical assessment tasks. EURASIA J Math Sci Tech Ed. 2024;20(6):em2448. https://doi.org/10.29333/ejmste/14586

AMA

Loubser N, Rauscher W, Blom N. Types of formative feedback provided by technology teachers during practical assessment tasks. EURASIA J Math Sci Tech Ed. 2024;20(6), em2448. https://doi.org/10.29333/ejmste/14586

Chicago

Loubser, Nelé, Willem Rauscher, and Nicolaas Blom. "Types of formative feedback provided by technology teachers during practical assessment tasks". Eurasia Journal of Mathematics, Science and Technology Education 2024 20 no. 6 (2024): em2448. https://doi.org/10.29333/ejmste/14586

Harvard

Loubser, N., Rauscher, W., and Blom, N. (2024). Types of formative feedback provided by technology teachers during practical assessment tasks. Eurasia Journal of Mathematics, Science and Technology Education, 20(6), em2448. https://doi.org/10.29333/ejmste/14586

MLA

Loubser, Nelé et al. "Types of formative feedback provided by technology teachers during practical assessment tasks". Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 6, 2024, em2448. https://doi.org/10.29333/ejmste/14586