Investigating shareable feedback tags for programming assignments

Abstract

The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Investigating sharable feedback tags for programming assignmentsThis paper presents an investigation into the usage of sharable feedback tags as a way of delivering feedback to three different cohorts of programming students. A series of research questions are investigated which include investigating any perceived benefit from students using feedback tags and investigating how students interact with their feedback. Results indicate that students with both the lower and higher marks in a cohort are more likely to opt to share their feedback and programming work than students with mid-ranged marks. A variety of reasons for and against sharing given by students are discussed. Six categories of student behaviour exhibited during interaction with their feedback have been identified in this paper. This paper has shown that feedback tags can be used successfully as a form of sharable feedback and that a number of future research possibilities exist that can extend this topic.

Feedback Practices and Accounting Students’ Satisfaction

“…Feedback is an important feature for effective and efficient teaching and learning, and can be used as one of the most powerful ways to enhance and strengthen student's learning (Parkin et al, 2011). Feedback is considered an integral part for the process of learning (Schmidt, and Lee, 2006;Cummins et al, 2011), and is often seen as the reason for assessment (Knight, 1995). According to Race (2005), learning includes at least five factors: -wanting to learn, needing to learn, doing, digesting and feedback‖.…”