Types of formative feedback provided by technology teachers during practical assessment tasks
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University of Pretoria, Pretoria, SOUTH AFRICA
University of Limerick, Limerick, IRELAND
Online publication date: 2024-05-07
Publication date: 2024-06-01
EURASIA J. Math., Sci Tech. Ed 2024;20(6):em2448
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.
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