TY - JOUR
T1 - Teacher Intentions vs Student Perception of Feedback on Laboratory Reports
AU - Jørgensen, Jonas T.
AU - Gammelgaard, Bente
AU - Christiansen, Frederik V.
PY - 2023
Y1 - 2023
N2 - In pharmaceutical laboratory teaching and learning, students’ written reports allow them to document their understanding. Therefore, feedback on these reports is crucial for the students’ continued learning. This study investigates written feedback on laboratory reports and compares the students’ perceptions with teachers’ intentions. The study is based on interviews and student reports containing written feedback notes. Four teachers and five students were interviewed. Results show that written comments are typically brief and intend to quickly guide the students toward further action. However, students often fail to use the comments as intended. Reports are assessed as passed or not passed. Results indicate that students may disregard feedback when their report is passed, showing how a summative element in the feedback may overshadow the intended formative feedback. Teachers and students value oral dialogue in the laboratory. Based on the theory of congruence of learning environments, implications for feedback practices are discussed
AB - In pharmaceutical laboratory teaching and learning, students’ written reports allow them to document their understanding. Therefore, feedback on these reports is crucial for the students’ continued learning. This study investigates written feedback on laboratory reports and compares the students’ perceptions with teachers’ intentions. The study is based on interviews and student reports containing written feedback notes. Four teachers and five students were interviewed. Results show that written comments are typically brief and intend to quickly guide the students toward further action. However, students often fail to use the comments as intended. Reports are assessed as passed or not passed. Results indicate that students may disregard feedback when their report is passed, showing how a summative element in the feedback may overshadow the intended formative feedback. Teachers and students value oral dialogue in the laboratory. Based on the theory of congruence of learning environments, implications for feedback practices are discussed
U2 - 10.1021/acs.jchemed.2c01148
DO - 10.1021/acs.jchemed.2c01148
M3 - Journal article
VL - 100
SP - 3764
EP - 3773
JO - Journal of Chemical Education
JF - Journal of Chemical Education
SN - 0021-9584
IS - 10
ER -