The Use of Standardized Feedback for Teaching Material Preparation: The Opinions of Preservice Science Teacher

Abstract

Purpose: The present study aims to investigate theopinions of preservice science teachers about usingstandardized feedback in preparing educationmaterials, including their opinions about oral,written and e-feedback and the effectiveness ofindividual and group work. The preservice teacherswere also informed about the applicability ofstandardized feedback in other undergraduatecourses.Research Methods: Case study design, a qualitativeresearch method, was used in this study. This studywas conducted in the “Learning Technologies andMaterial Design” course with the participation of 43junior preservice teachers enrolled in the scienceeducation department of a public university.Findings: According to the results of the research, preservice science teachers are positiveabout the use of the standardized feedback process while preparing class materials. Amongthese views, it boosted the quality of learning, corrected erroneous information and raisedtheir grades. The most important disadvantage was that the candidates did not want to redothe class material. Since the feedback givers and receivers were in mutual interaction, theystated that the most effective feedback was oral feedback. The second most effective waswritten feedback because it contained information, while the least effective was e-feedback.The candidates thought that standardized feedback was effective and promoted permanentlearning in the studies conducted both individually and in groups.Implications for Research and Practice: Standardized feedback can also be used inundergraduate education, projects, teaching materials and laboratory classes.