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dc.contributor.authorDoyle, Jordan
dc.contributor.authorParsons, Katie
dc.contributor.authorHoepner, Jerry K.
dc.descriptionColor poster with text, images, charts, and graphs.en_US
dc.description.abstractA wealth of research across disciplines has identified formative assessments as more conducive to student learning than traditional summative assessments. A survey was sent to Communication Sciences and Disorders (CSD) students at the University of Wisconsin-Eau Claire to examine student perceptions regarding formative feedback. A total of 125 surveys were completed by undergraduate and graduate students in CSD. Written responses to open-ended questions such as, “What adds value to individualized feedback?” were coded and categorized using qualitative, grounded theory coding (Strauss & Corbin, 2008). Recurrent themes included improving motivation, enhancing future performance, and building a personal connection with professors, among others. These results may be valuable for educators striving to increase student understanding, as they consider the benefits of taking time to provide individualized, formative feedback.en_US
dc.description.sponsorshipUniversity of Wisconsin--Eau Claire Office of Research and Sponsored Programsen_US
dc.relation.ispartofseriesUSGZE AS589;
dc.subjectTeacher-student relationshipsen_US
dc.subjectInterpersonal relationsen_US
dc.subjectStudent assessmenten_US
dc.titleStudent Perspectives of Feedbacken_US

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  • Student Research Day
    Posters of collaborative student/faculty research presented at Student Research Day

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