Investigating Patterns of Pre-service Teachers’ Written Feedback on Procedure-based Mathematics Assessment Items
Mi Yeon Lee 1, Woong Lim 2 *
More Detail
1 Arizona State University, Tempe, Arizona, USA2 Yonsei University, Seoul, SOUTH KOREA* Corresponding Author


This study investigates patterns exhibited by pre-service teachers (PSTs) while practicing feedback in response to students’ solutions on a procedure-based mathematics assessment. First, we developed an analytical framework for understanding mathematics PSTs’ written feedback. Second, we looked into how a learning module on a multimedia platform influenced PSTs’ feedback, and identified the ways in which PSTs subsequently revised their initial written feedback. From this analysis, we derived an operational list of emergent patterns of PSTs’ written and content-specific feedback. Our findings suggest that PSTs, in general, are likely to improve their written feedback when they engage in reviewing student work, and have the chance to write and revise their feedback. We also discuss some patterns of PSTs’ initial feedback that did change with practice, and other patterns that persisted, suggesting the need for further guidance and practice in providing students with written feedback.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 15, Issue 1, January 2020, Article No: em0561

Publication date: 28 Sep 2019

Article Views: 2540

Article Downloads: 1875

Open Access References How to cite this article