Can the effectiveness of different forms of feedback be measured? Retention and student preference for written and verbal feedback in level 4 bioscience students

Journal article


Buckley, P. 2012. Can the effectiveness of different forms of feedback be measured? Retention and student preference for written and verbal feedback in level 4 bioscience students. Journal of Biological Education. 4 (46), pp. 242-246. https://doi.org/10.1080/00219266.2012.702676
AuthorsBuckley, P.
Abstract

Feedback is an important part of the learning process. However, the relative effectiveness of feedback in any given
situation is poorly understood. Student retention of different forms of feedback is also largely unexplored. This case study examined the relative student perception and retention of both verbal and written feedback, using 68 level 4 bioscience students. The majority of these students preferred written feedback, although a third of the students stated a preference for verbal feedback. There was no significant difference in the percentage of verbal and written feedback retained by students. The results raise the possibility that the effectiveness of feedback can be empirically measured, allowing a more evidence based approach to the provision of different forms of feedback delivery.

KeywordsFeedback; Learning; Bioscience; Students
Year2012
JournalJournal of Biological Education
Journal citation4 (46), pp. 242-246
PublisherRoutledge
ISSN0021-9266
Digital Object Identifier (DOI)https://doi.org/10.1080/00219266.2012.702676
Publication dates
Print11 Jul 2012
Publication process dates
Deposited20 Sep 2013
Output statusPublished
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https://repository.canterbury.ac.uk/item/86zx9/can-the-effectiveness-of-different-forms-of-feedback-be-measured-retention-and-student-preference-for-written-and-verbal-feedback-in-level-4-bioscience-students

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