A quest for helpful feedback to programming coursework

Research output: Chapter in Book/Report/Conference proceedingConference publication

Abstract

The 2011 National Student Survey (NSS) revealed that 40% of full-time students in England did not think that the feedback on their work has been helpful, even though 66% of these students agreed that the feedback was detailed and 62% of them agreed that the feedback has been prompt. Detailed feedback that is not considered helpful by students means a waste of tutors' time while students continue to struggle with their learning.
What do students consider as helpful feedback? What are the qualities of helpful feedback? What are the preferred forms of feedback? How should tutors write feedback so that students will find it helpful? Can ICT help to improve the quality of feedback?
In our ongoing search for answers to the above questions, we have trialled the use of a novel Internet application, called eCAF, to assess programming coursework from Engineering, Mathematics and Computing students and have collected their views on the feedback received through a survey. The survey reveals that most students prefer electronic feedback as given through eCAF, with verbal feedback ranked second and hand-written feedback ranked even lower. The survey also indicates that the feedback from some tutors is considered more helpful than others. We report on the detailed findings of the survey. By comparing the kinds of feedback given by each tutor who took part in the trial, we explore ways to improve the helpfulness of feedback on programming coursework in a bid to promote learning amongst engineering students.
Original languageEnglish
Title of host publicationConference proceedings for EE2012
Subtitle of host publicationinnovation, practice and research in engineering education
PublisherHigher Education Academy
Number of pages11
ISBN (Electronic)978-1-907632-16-7
Publication statusPublished - 2012
EventInternational conference on innovation, practice and research in Engineering Education - Coventry, United Kingdom
Duration: 18 Sep 201220 Sep 2012

Conference

ConferenceInternational conference on innovation, practice and research in Engineering Education
Abbreviated titleEE 2012
CountryUnited Kingdom
CityCoventry
Period18/09/1220/09/12

Bibliographical note

Copyright © September 2012, authors as listed at the start of this paper. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License (CC BY-NC-ND 3.0)

Keywords

  • feedback
  • assessment
  • programming coursework
  • NSS
  • ICT
  • Virtual Learning Environment

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  • Research Output

    • 7 Conference contribution

    Engineering education for the 21st century: scholarship, synergy and student success

    Andrews, J. & Clark, R., Dec 2012, Conference proceedings for EE2012: innovation, practice and research in engineering education. Higher Education Academy, 6 p. RDP196/abs071

    Research output: Chapter in Book/Report/Conference proceedingConference publication

    Open Access
    File
  • Enhancing student learning experience through a novel electronic coursework assessment and feedback management system

    Wong, S. H. S., Taylor, J. E. & Beaumont, A. J., 18 Sep 2012, Proceedings for EE2012 - Innovation, Practice and Research in Engineering Education. Higher Education Academy, 12 p.

    Research output: Chapter in Book/Report/Conference proceedingConference publication

    Open Access
    File
  • It's not just for boys

    Allen, V., 2012, Conference proceedings for EE2012: innovation, practice and research in engineering education. Higher Education Academy, 6 p. GP138/abs028

    Research output: Chapter in Book/Report/Conference proceedingConference publication

    Open Access
    File
  • Cite this

    Wong, S. H. S., & Beaumont, A. J. (2012). A quest for helpful feedback to programming coursework. In Conference proceedings for EE2012: innovation, practice and research in engineering education [GP152/abs084] Higher Education Academy. http://cede.lboro.ac.uk/ee2012/papers/ee2012_submission_152_gp.pdf