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“Have you read my comments? It is not noticeable. Change!”: An analysis of feedback given to students who have failed examinations.
Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL). (PEPP)ORCID-id: 0000-0002-0928-4308
2018 (engelsk)Inngår i: Assessment & Evaluation in Higher Education, ISSN 0260-2938, E-ISSN 1469-297X, Vol. 43, nr 2, s. 163-174Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The aim is to examine what characterizes feedback regarding the group of students who receive the most comments compared to the rest of the students, all failing at least one task. Could it be that teachers comment differently on the most underperforming students? Menade du: En brist i tidigare studier har varit att Till skillnad från flertalet studier kring feedback bygger studien på ett större

The empirical material consists of feedback handed out to students following a teacher training programme and is examined on the basis of a descriptive analytical investigation.  The analysis is based on four methods: the type of errors made, the number of times a student makes the same mistake, what kind of feedback was provided, and ‘de-motivational’ comments. One result is that underperforming students receive more feedback on their choice of relevant literature and on the qualification of the answer. Another result is that they receive substantially more ‘de-motivational’ ones as well as a higher proportion of the most negative and disparaging comments. A recommendation for further research is to separate feedback that is related to the qualities of the students’ work from what characterizes the teacher’s comments whatever aspect of the work is being commented on.

sted, utgiver, år, opplag, sider
Routledge, 2018. Vol. 43, nr 2, s. 163-174
Emneord [en]
Feedback, underperforming students, emotions, motivation, clarity
HSV kategori
Forskningsprogram
Pedagogik och Utbildningsvetenskap, Pedagogik
Identifikatorer
URN: urn:nbn:se:lnu:diva-67746DOI: 10.1080/02602938.2017.1310801ISI: 000419882300001OAI: oai:DiVA.org:lnu-67746DiVA, id: diva2:1138483
Tilgjengelig fra: 2017-09-05 Laget: 2017-09-05 Sist oppdatert: 2019-05-21bibliografisk kontrollert

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