The Impact of Instructor Exam Feedback on Student Understanding in a Large-Enrollment Biology Course

摘要

Encouraging students to reflect on their exam answers in response to expert feedback may result in increased classroom performance and highlights that learning is an ongoing experience rather than one terminated at exam completion. In this study, we assessed the impact of instructor-delivered midterm feedback, employing a system in which students were not only given the opportunity to reflect on their answers, but to then engage in an email discussion about the feedback with the instructor. We found that the students who participated in the feedback process provided higher quality responses to similar final-exam questions. Using surveys and interviews, we identified components of the feedback process that the students perceived to be most valuable. We would encourage instructors to incorporate exam feedback in the assessment process not only because of its potential to enhance learning but also to increase opportunities for students to reflect on their own understanding.