The impact of positive feedback on student outcomes and perceptions. Issue 2 (17th February 2022)

• Record Type: Journal Article
• Authors: Faulconer, Emily; Griffith, John; Gruss, Amy
• Is Part Of: Assessment & evaluation in higher education. Volume 47:Issue 2(2022)
• Page Start: 259
• Page End: 268
• Publication Date: 2022-02-17
• Subjects: Positive feedback -- student perception -- combined feedback -- online feedback; Education, Higher -- Evaluation -- Periodicals; 378
• DOI: 10.1080/02602938.2021.1910140
• Languages: English
• ISSNs: 0260-2938

Abstract

Abstract: High quality feedback on assessments and deliverables is vital to student success. This pilot study sought to understand the impact of combining positive and performance-gap feedback in an immediate feedback scenario where students were provided multiple attempts to complete an assignment. 176 online undergraduate students were surveyed after completing a general inorganic chemistry course. Some students were provided performance-gap feedback, while others were provided performance-gap and positive feedback. The results suggest that type of feedback provided does not change students' perceptions and self-reported behaviors in the course. However, students who were provided both performance-gap and positive feedback received an average of an entire letter grade higher than the students who received only performance-gap feedback. These findings support the idea that a combination of feedback has a direct positive impact on students in an online setting.