(188) SHARING EFFECTIVE FEEDBACK @ STUDENTS: IMPACT ON STUDENTS′ AND TEACHERS’ PERCEPTIONS ABOUT LEARNING

摘要

This paper focuses on the implementation of a Feedback-Providing Program - FP2 - within students testing instruments and in the analysis of its impact on students′ and teachers′ perceptions concerning the learning and teaching process, during a school-year length period. It was considered a sample of 277 students and 15 teachers, from basic to secondary level. It was adopted a quasiexperimental design, to evaluate the effectiveness of the feedback intervention in a real school context. The feedback-providing program intervention consists in delivering students’ tests with error and feedback analysis, made by the teacher, online and in the classroom. Students do not have instant access to quantitative grade. After receiving the test students work in pairs, exchanging and analysing their own tests and feedback, fulfilling an online progression checklist. The teacher monitors and facilitates the students’ feedback analysis process. The feedback was given within each test among a colour code: strengths (green); upgrading areas (yellow); strategies to success (violet); specific challenges (red). The following quantitative methods were used in this study: (i) 2 students′ questionnaires (feedback online students’ survey), before and after feedback-providing program intervention; (ii) 2 teachers′ questionnaires (feedback online teachers’ survey), before and after feedback-providing program intervention. As qualitative methods, it was developed 3 instruments: (i) error and test′s feedback analysis sessions students’ progression checklist fulfilment; (ii) error and test′s feedback sessions students’ progression observation by the teacher; (iii) semi-structured interview, during and after intervention, to randomized selected 3 students and 3 teachers. All formal procedures were performed with local education authorities. Data collected from students, before and after feedback-providing program intervention, as the students’ questionnaires and global testing average scores were analysed using the software Statistical Package for Social Sciences (SPSS v.23).