What Types of Feedback do Undergraduate Chemistry Students Give Each Other? A Case Study from Singapore

Abstract

This study was part of a larger project to improve learning of undergraduate chemistry in Singapore through the use of self-authored three-tier multiple-choice questions (3TMCQs) and the giving/receiving of peer feedback. Specifically, we examined the quality of written feedback based on the classification by Hattie and Timperley (2007) that year 2 to 4 learners (N=31) gave each other on responses in their 3TMCQs (N=466 administered). It was found that the most common type of voluntary feedback given by test-makers was task (& self), followed by process (& self), self alone, and lastly regulation (& self) levels over seven chemistry courses. In addition, question type (based on revised Bloom’s Taxonomy) had a marginal effect on the quality of feedback received; instead, items answered incorrectly garnered higher quality feedback and were four times more important than the cognitive level of questions. Feedback quality given by more experienced students was also no better than those given by less experienced ones. While there is growing evidence supporting the self-authoring of questions and giving/receiving peer feedback to enhance learning at undergraduate levels, further research is warranted into the types of peer feedback that learners may receive when attempting different question formats.