Investigating Patterns of Pre-service Teachers’ Written Feedback on Procedure-based Mathematics Assessment Items

Mi Yeon Lee; Woong Lim

doi:10.29333/iejme/5946

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Mi Yeon Lee ¹, Woong Lim ² ^*

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¹ Arizona State University, Tempe, Arizona, USA² Yonsei University, Seoul, SOUTH KOREA^* Corresponding Author

Abstract

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.

Keywords

written feedback
pre-service teacher education
mathematics education

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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, 2020, Volume 15, Issue 1, Article No: em0561

https://doi.org/10.29333/iejme/5946

Publication date: 28 Sep 2019

Article Views: 1952

Article Downloads: 1463

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How to cite this article

APA

Lee, M. Y., & Lim, W. (2020). Investigating Patterns of Pre-service Teachers’ Written Feedback on Procedure-based Mathematics Assessment Items. International Electronic Journal of Mathematics Education, 15(1), em0561. https://doi.org/10.29333/iejme/5946

Vancouver

Lee MY, Lim W. Investigating Patterns of Pre-service Teachers’ Written Feedback on Procedure-based Mathematics Assessment Items. INT ELECT J MATH ED. 2020;15(1):em0561. https://doi.org/10.29333/iejme/5946

AMA

Lee MY, Lim W. Investigating Patterns of Pre-service Teachers’ Written Feedback on Procedure-based Mathematics Assessment Items. INT ELECT J MATH ED. 2020;15(1), em0561. https://doi.org/10.29333/iejme/5946

Chicago

Lee, Mi Yeon, and Woong Lim. "Investigating Patterns of Pre-service Teachers’ Written Feedback on Procedure-based Mathematics Assessment Items". International Electronic Journal of Mathematics Education 2020 15 no. 1 (2020): em0561. https://doi.org/10.29333/iejme/5946

Harvard

Lee, M. Y., and Lim, W. (2020). Investigating Patterns of Pre-service Teachers’ Written Feedback on Procedure-based Mathematics Assessment Items. International Electronic Journal of Mathematics Education, 15(1), em0561. https://doi.org/10.29333/iejme/5946

MLA

Lee, Mi Yeon et al. "Investigating Patterns of Pre-service Teachers’ Written Feedback on Procedure-based Mathematics Assessment Items". International Electronic Journal of Mathematics Education, vol. 15, no. 1, 2020, em0561. https://doi.org/10.29333/iejme/5946