Teacher feedback and student learning: a quantitative study

Albert Leung; Peter Fine; Robert Blizard; Ingrid Tonni; Chris Louca

doi:10.1111/eje.12637

Teacher feedback and student learning: a quantitative study

Albert Leung, Peter Fine^*, Robert Blizard, Ingrid Tonni, Chris Louca

^*Corresponding author for this work

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Abstract

Introduction: Feedback plays a significant role in informing students about the outcome of their assessments and contributes to their ongoing learning. The aim of this study was to investigate feedback currently given by clinical teachers to dental students throughout Europe.

Methods: This study used a piloted questionnaire, delivered on-line to members of the Association for Dental Education in Europe (ADEE). A largely quantitative approach was adopted with multiple-choice, single answer, open text boxes and Likert scale type questions. These data were collected via Google Forms, transferred to an excel spreadsheet and analysed using SPSS software Version 24.

Results: Data were collected from 223 questionnaires completed by respondents from 42 countries. Students received feedback following: (i) formative assessment (70%; n = 155), (ii) summative assessment (88%; n = 196) and iii) informally at any time (85%; n = 188). Feedback was delivered by different people including administrative staff (15%; n = 25). Several methods were used to deliver feedback, including written, oral/spoken, email and individually or as a group. 85% (n = 184) of teachers reported that their teaching had changed following feedback they had received from students.

Conclusion: The study showed a strong ethos of delivering feedback from teachers to dental students following both assessment and non-assessment related activities. Teachers should understand/appreciate the individualistic nature of feedback and the importance of cultivating a congenial environment for feedback delivery. Challenges remain in delivering them to a high standard and in a timely manner.

Original language	English
Pages (from-to)	600-606
Journal	European Journal of Dental Education
Volume	25
Issue number	3
Early online date	3 Dec 2020
DOIs	https://doi.org/10.1111/eje.12637
Publication status	Published - 10 Jul 2021

Keywords

feedback delivery
feedback methods
student learning

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10.1111/eje.12637

A quantitative study of feedback
This is the peer reviewed version of the following article: Leung, A, Fine, P, Blizard, R, Tonni, I, Louca, C. Teacher feedback and student learning: A quantitative study. Eur J Dent Educ. 2021; 25: 600– 606, which has been published in final form at https://doi.org/10.1111/eje.12637. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.
Accepted author manuscript (Post-print), 1.1 MB

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Teacher feedback and student learning: a quantitative study

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