Major

Educational Studies

Type of Submission

Poster

Type of Submission (Archival)

Event

Area of Study or Work

Educational Studies

Expected Graduation Date

2022

Location

1st floor, State Farm Hall

Start Date

4-9-2022 8:30 AM

End Date

4-9-2022 9:00 AM

Abstract

The quality, frequency, and delivery style of feedback given to students by their teachers is crucial to the motivation and sense of belonging displayed by students. The purpose of this research was to strengthen my [the researcher’s] abilities as a teacher and grader through examination of the relationship between the quality of teacher feedback and the motivation and sense of belonging displayed by students. In this research, feedback is defined as written or verbal commentary in response to a student’s written work and/or verbal participation in class. This study combined analysis of published research and the conduction of personal research through student teaching in a public high school in Chicago Public Schools (CPS). The student data collected in the field came from 10th-12th grade students with diverse identities and experiences. Most of the students identified as Latinx, with the second largest percentage being Black, and the third being Caucasian. The study was significant in that it explored the effectiveness of various types of teacher-to-student feedback and the impacts on student performance and motivation as displayed through subsequent work and participation.

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Apr 9th, 8:30 AM Apr 9th, 9:00 AM

Teacher Feedback on Student Work: The Impacts of Assignment Feedback On the Quality of Student Work and Motivation

1st floor, State Farm Hall

The quality, frequency, and delivery style of feedback given to students by their teachers is crucial to the motivation and sense of belonging displayed by students. The purpose of this research was to strengthen my [the researcher’s] abilities as a teacher and grader through examination of the relationship between the quality of teacher feedback and the motivation and sense of belonging displayed by students. In this research, feedback is defined as written or verbal commentary in response to a student’s written work and/or verbal participation in class. This study combined analysis of published research and the conduction of personal research through student teaching in a public high school in Chicago Public Schools (CPS). The student data collected in the field came from 10th-12th grade students with diverse identities and experiences. Most of the students identified as Latinx, with the second largest percentage being Black, and the third being Caucasian. The study was significant in that it explored the effectiveness of various types of teacher-to-student feedback and the impacts on student performance and motivation as displayed through subsequent work and participation.

 

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