What impact does detailed feedback on a daily quiz have on student confidence, self-efficacy, and attitude toward mathematics?
I plan to give the students a one question "quiz" at the end of most every class (the only reason I am calling it a quiz is so they will take it seriously). The question will address the topic covered in class that day. This question will serve as formative assessment and as a medium for me to give each student detailed, individualized feedback that will be returned to them at the beginning of the next class. So not only do I know how they are (or not) understanding the material, so will they without having to wait for the next quiz or test when the pressure is higher. I plan to measure the students' opinions of their confidence, self-efficacy, and attitude toward math with focus groups (possibly a survey) at the beginning of a unit and focus groups after a unit test.
I think you have a great topic, Lauren, especially since I was someone who really benefited from looking back at old tests and quizzes to study my teacher's corrections. One part of your plan that may give you some trouble is the type of students you have in class. Some students will actually look at your corrections to see what they missed, others will just shove the piece of paper in their binder and never look at it again. In your focus group/survey, I think there should be some question as to whether or not the student actually looked at the corrections. This way, you can categorize the results of the students that looked at the corrections differently from the results of the students that did not.
ReplyDeleteThis is progressing well. I think your students (most of them!) will appreciate the personalized feedback. I am a little concerned about the time it will take you to do this every night. You might want to say three days a week instead of every day. I hope you are finding good research on the effects of feedback.
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