부산대학교 도서관

Well-designed formative feedback can enhance both instructor teaching and student learning with "two-way" feedback. The project goal was to use web-enabled tools and resources that facilitate the strategies, practices, and assessments that use frequent formative feedback to improve student attitude, learning, and achievement. The research question is, "What is the effect of formative feedback, engagement pedagogy, and web-enabled resources on student outcomes across diverse settings?" The web tools included: a two-way student-reflection and instructor-feedback web data collection tool; a web vocabulary building tool with e-flash cards and e-vocabulary games; and a slide sharing site that has the slide sets from each tutorial video. Assessment was done for student: resource use with Student Resource Value Survey (SRVS); attitude and impact with a Student Impact Value Survey (SIVS); achievement with a Materials Concept Inventory (MCI); and persistence with a week-2 to week-15 head count. Results showed: large changes in certain resources from SRVS; very positive values of motivation and utility from SIVS; a 36% moderate Hake gain from the MCI; and 97% persistence. Overall, it has been demonstrated that the principles and tools of a web and engagement curricular enhancement model can have good outcomes with the potential for implementation in other disciplines.