A Study on Formative Feedback Categories for the Period for Integrated Studies

Abstract

This study examined classification of formative feedback (FB) for teachers in the Period for Integrated Studies. Objectives of the Period for Integrated Studies are to enable pupils to have independent thinking about life through cross-synthetic and inquiry studies while fostering qualities and abilities necessary to seek their own tasks, to learn and think independently, to make proactive decisions, and to solve problems better. For this study, we conducted utterance analysis of teacher-student interactions based on two assumptions: 1) types and modes of providing formative FB might differ among teachers with different skills, and 2) a relation might exist between student attitudes toward learning and formative FB. Utterance analyses assessed interactions between teachers and Grade 5 elementary students. We used a self-made rubric to apply quantitative analysis to evaluation data. Results demonstrated that an expertlevel teacher used formative FB of 35 types depending on student attitudes. Expert-level teachers used different formative FB depending on the student's approach type more than competent-level teachers did. However, competent-level teachers used formative FB of similar kinds, irrespective of a student's learning status. An expert teacher uses certain forms of formative FB for problem consciousness in learning to elicit solutions from students, and to improve students' learning quality.

Understanding the Effects of the Best Practices of Formative Feedback and Intentional Follow-Ups on Online Students’ Success

“…However, we must be aware that regardless of the types of feedback we might have, we must consider students' attitudes and perceptions towards learning and feedback for effective results of growth and satisfaction (Sakuma, Yoshii, & Murota, 2021;Ogange, Agak, Okelo, & Kiprotich, 2018;Ferguson, 2011). The Functions of Formative Feedback Shute (2008) speaks about the functions of feedback at length, but two stand out as "directive and facilitative" (p.156).…”