Teacher Intentions vs Student Perception of Feedback on Laboratory Reports

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

Teacher Intentions vs Student Perception of Feedback on Laboratory Reports. / Jørgensen, Jonas T.; Gammelgaard, Bente; Christiansen, Frederik V.

In: Journal of Chemical Education, Vol. 100, No. 10, 2023, p. 3764–3773.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Jørgensen, JT, Gammelgaard, B & Christiansen, FV 2023, 'Teacher Intentions vs Student Perception of Feedback on Laboratory Reports', Journal of Chemical Education, vol. 100, no. 10, pp. 3764–3773. https://doi.org/10.1021/acs.jchemed.2c01148

APA

Jørgensen, J. T., Gammelgaard, B., & Christiansen, F. V. (2023). Teacher Intentions vs Student Perception of Feedback on Laboratory Reports. Journal of Chemical Education, 100(10), 3764–3773. https://doi.org/10.1021/acs.jchemed.2c01148

Vancouver

Jørgensen JT, Gammelgaard B, Christiansen FV. Teacher Intentions vs Student Perception of Feedback on Laboratory Reports. Journal of Chemical Education. 2023;100(10):3764–3773. https://doi.org/10.1021/acs.jchemed.2c01148

Author

Jørgensen, Jonas T. ; Gammelgaard, Bente ; Christiansen, Frederik V. / Teacher Intentions vs Student Perception of Feedback on Laboratory Reports. In: Journal of Chemical Education. 2023 ; Vol. 100, No. 10. pp. 3764–3773.

Bibtex

@article{d3d4a6ef11614a06aac2e2862398ba33,
title = "Teacher Intentions vs Student Perception of Feedback on Laboratory Reports",
abstract = "In pharmaceutical laboratory teaching and learning, students{\textquoteright} written reports allow them to document their understanding. Therefore, feedback on these reports is crucial for the students{\textquoteright} continued learning. This study investigates written feedback on laboratory reports and compares the students{\textquoteright} perceptions with teachers{\textquoteright} 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",
author = "J{\o}rgensen, {Jonas T.} and Bente Gammelgaard and Christiansen, {Frederik V.}",
year = "2023",
doi = "10.1021/acs.jchemed.2c01148",
language = "English",
volume = "100",
pages = "3764–3773",
journal = "Journal of Chemical Education",
issn = "0021-9584",
publisher = "American Chemical Society",
number = "10",

}

RIS

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 -

ID: 368725858