Formative Feedback on Problem-Solving Skills: Intent and Action

Formative feedback is integral for the learning of difficult skills such as problem solving. To understand why less than ideal amounts are sometimes provided to students, this study elicited undergraduate engineering instructors’ intentions, and then observed their actions regarding formative on midterm exams in courses that purport teach Intentions were collected through a survey emulated intentions-focused portion Teaching Perspectives Inventory. The questions reworked reference Fink’s FIDeLity system. Actions measured by analyzing previous administered same instructors who filled out survey. Alignment between intentions analyzed comparing results exam marking. Overall, generally aligned with intentions. However, tend favour time saving practices rather using every known method providing high-quality feedback.