Award Date
12-1-2021
Degree Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Teaching and Learning
First Committee Member
Kenneth Varner
Second Committee Member
Steven Bickmore
Third Committee Member
Peter Wiens
Fourth Committee Member
Miguel Gonzales
Number of Pages
160
Abstract
There exists a plethora of quantitative studies which show the effectiveness of quality formative assessment and feedback in the classroom setting (Butler, 1987; Nyquist, 2003; Irons, 2008; Baskula, 2010; Pradana et al., 2017; Hossain, 2018; Pinger et al., 2018). Wiliam (2018) suggests the perceptions of the recipients of the feedback must be considered to determine the most effective levels of feedback. Seidman (2019) explained many researchers in the United States study education, but very few focus on the perspectives of the students and teachers, whose experiences comprise schooling. This qualitative study focuses on the perceptions of Grade 8 Pre-Algebra students from a large comprehensive school district with respect to formative feedback in mathematics gained through semistructrured interviews. The study resulted in three stand-alone journal articles that served as the basis for a doctoral dissertation, each representing a specific aspect of the study including a systematic literature review, engagement in the empirical study, and a reflection on the methodological challenges faced during the research study, particularly in the context of the COVID-19 pandemic. The data from the study show mathematics teachers at all levels are often returning formative assessments to their students without comments as feedback, only a grade. The most effective form of formative feedback, comments without a grade, was non-existent in the educational history of the participants. Additional qualitative research with greater generalizability, correlated with pre-existing quantitative research, could be further explored. Building upon the findings of this study and current research to compare the perceptions of students to their teachers with respect to the usage of effective formative feedback strategies in mathematics would also enhance the current research in the field.
Keywords
Assessment; Formative Assessment; Middle School; Pre-Algebra
Disciplines
Science and Mathematics Education
File Format
File Size
3900 KB
Degree Grantor
University of Nevada, Las Vegas
Language
English
Repository Citation
Fialkiewicz, Derek E., "Student Perceptions of Formative Feedback in Mathematics" (2021). UNLV Theses, Dissertations, Professional Papers, and Capstones. 4287.
http://dx.doi.org/10.34917/28340336
Rights
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