Abstract:

This paper focuses on the implementation of a Feedback-Providing Program - FP2 - within students testing instruments and in the analysis of its impact on students´ and teachers´ perceptions concerning the learning and teaching process, during a school-year length period. It was considered a sample of 277 students and 15 teachers, from basic to secondary level. It was adopted a quasi-experimental design, to evaluate the effectiveness of the feedback intervention in a real school context.

The feedback-providing program intervention consists in delivering students’ tests with error and feedback analysis, made by the teacher, online and in the classroom. Students do not have instant access to quantitative grade. After receiving the test students work in pairs, exchanging and analysing their own tests and feedback, fulfilling an online progression checklist. The teacher monitors and facilitates the students’ feedback analysis process. The feedback was given within each test among a colour code: strengths (green); upgrading areas (yellow); strategies to success (violet); specific challenges (red).

The following quantitative methods were used in this study:
(i) 2 students´ questionnaires (feedback online students’ survey), before and after feedback-providing program intervention;
(ii) 2 teachers´ questionnaires (feedback online teachers’ survey), before and after feedback-providing program intervention.

As qualitative methods, it were developed 3 instruments:
(i) error and test´s feedback analysis sessions students’ progression checklist fulfilment;
(ii) error and test´s feedback sessions students’ progression observation by the teacher;
(iii) semi-structured interview, during and after intervention, to randomized selected 3 students and 3 teachers. All formal procedures were performed with local education authorities.

Data collected from students, before and after feedback-providing program intervention, as the students’ questionnaires and global testing average scores were analysed using the software Statistical Package for Social Sciences (SPSS v.23).

The project intervention continues until May 2019. First, for the considered students‘ study-sample:
(i) 92% say that it is very important to have access to more information, specific and student-oriented, from the teacher;
(ii) 67% see the feedback related to visible accomplishments of learning as more effective. Second, for the considered teachers’ study-sample:
(i) 91% consider that providing effective feedback requires high proficiency in developing a challenging classroom climate and
(ii) 68% values the act of providing feedback about specific tasks, both formative and summative.

First results show that:
(1.) Students see feedback as useful and clear and defend the importance of teacher as a clarifying agent (when asked);
(2.) Students see feedbacks´ challenges as timely and feasible;
(3.)Students consider that feedback helps them to know their most common mistakes and how to solve them;
(4.)Students see feedback as a tool that helps them to overcome difficulties and guide their study;
(5.)Students consider feedback as important and want it in next school-year;
(6.)Teachers have difficulty in providing a detailed and objective feedback;
(7.)Students value feedback more than teachers;
(8.)FP2 promotes reflection and interactivity on test error analysis class sessions;
(9.)Further studies are needed to confirm the impact on students´ testing scores.

Keywords:

Feedback, Learning, Teaching, Technology.