Students' Perceptions of the Usefulness of Formative Feedback in Mathematics Lessons

Open Journal of Educational Research | Vol 4, Issue 6

Table 1. Students'perception of feedback responses

S/N	Items	N	M	SD
	Feeding up
1	How helpful is the feedback that tells you about what you are learning? i.e. a What We Are Learning Today (WALT) statement.	518	3.67	1.67
2	How helpful are exemplars in showing you what success looks like in mathematics?	518	3.94	1.70
3	How helpful are marking guides in showing you what success looks like in mathematics?	518	4.02	1.70
4	How helpful is the feedback that tells you what your teacher is looking for in your work?	518	3.83	1.78
5	How helpful is the feedback that explains the key ideas you have to write about?	518	4.37	1.49
6	How helpful is feedback about the questions you could ask to find out more about your topic	518	4.22	1.50
7	How helpful is the feedback that highlights the skills you will need to complete the task, e.g. notetaking	518	4.06	1.43
8	How helpful is the feedback that highlights the strategies you will need to complete the task, e.g. using a planning guide	518	4.09	1.53
9	How helpful is it when asked what you think you are learning?	518	3.92	1.61
10	How helpful is it when you are asked about the focus of your writing?	518	3.62	1.76
11	How helpful is it when you are asked about your writing goals?	518	3.70	1.59
	Feeding back
12	How helpful is feedback on pre-assessments in showing you the progress you are making in Mathematics?	518	3.65	1.78
13	How helpful is feedback on drafts in showing you your progress in Mathematics?	518	3.77	1.75
14	How helpful is feedback on work in class that tells you if your writing matches what your teacher is looking for?	518	3.90	1.63
15	How helpful is feedback about your ideas during class discussions?	518	4.12	1.50
16	How helpful is feedback during class discussions about your thinking of concepts?	518	3.87	1.40
17	How helpful is feedback during class discussions about your skills in mathematics?	518	4.17	1.46
18	How helpful is feedback during class discussions about your strategies in working on mathematical problems?	518	4.11	1.47
19	How helpful is it when asked if you think you are on track to succeed?	518	4.40	1.24
20	How helpful is it when asked how your workings match the marking guide?	518	3.68	1.41
21	How helpful is it when you are asked if you are on track to achieving your goal?	518	4.05	1.53
22	How helpful are comments from the teacher in keeping you on track to succeed in mathematics?	518	4.45	1.47
	Feeding forward
23	How helpful is a draft/rough copy that tells you how you can improve in Mathematics?	518	4.08	1.54
24	How helpful is it when you receive feedback that tells you what you need to focus on to improve in Mathematics?	518	4.04	1.69
25	How helpful is receiving feedback that tells you how to improve your ideas in Mathematics?	518	3.92	1.63
26	How helpful is it when you receive feedback that tells you how to improve your thinking in Mathematics?	518	4.06	1.67
27	How helpful is receiving feedback that tells you how to improve your mathematics skills?	518	4.13	1.54
28	How helpful is receiving feedback that tells you how to improve your mathematics strategies?	518	4.58	1.29
29	How helpful is it when you are asked what to do to improve?	518	4.42	1.28
30	How helpful is it when you are asked what your next improvement step would be on the marking guide?	518	3.73	1.75
31	How helpful is it when asked how you could achieve your goal?	518	3.82	1.75

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