The effects of feedback in biomedical science
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Date
2018
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Montana State University - Bozeman, College of Letters & Science
Abstract
The goal of this research project was to determine if feedback had an effect on students' academic achievement in a principles of biomedical science course. Students participated in two treatment units and two non-treatment units that alternated. During non-treatment units, students were only given academic grades and did not receive peer or teacher feedback on assignments, papers, or projects. During treatment units, students received teacher feedback on papers and projects, had assignments peer edited before submission and there was small group or one on one conferencing with students to clear up misconceptions. The results of this study suggest that feedback increased student achievement in principles of biomedical science and students had a new mindset toward the purpose of feedback in the classroom.