The use of a structured formative feedback form for students' assignments in an African health sciences institution : an action research study : peer reviewed original article
Year: 2014
Type: article
Abstract: Background Formative feedback is an important process in driving student learning as it helps students to identify learning gaps early enough and to devise means of covering those gaps. Unfortunately, most health professional educators spend most of the time designing summative assessment tools and pay little emphasis to continuously giving qualitative feedback to students throughout the learning process. This problem has been identified at Makerere University College of Health Sciences (MaKCHS) and forms the basis of this study. Objectives To find out the knowledge and experiences of students and teachers about formative feedback and to initiate a sustainable formative feedback mechanism in a resource-limited setting. Methods This was an action research study using a participatory approach. Results Initially teachers had some prior knowledge on feedback, however, the students had misconceptions of what feedback really meant. After introducing a written feedback form, all participants expressed satisfaction with the feedback process. Key themes that emerged included: enhancing motivation, enhancing learning, promoting reflection and clarifying understanding. Conclusion Students’ motivation to learn can be greatly enhanced through formative qualitative feedback. A simple structured form is one way of providing qualitative formative feedback to students in resource-limited settings.
Source: South African Radiographer
Institutions: Makerere University, Stellenbosch University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W1654874177