Among 138 influences on achievement of students, feedback was identified as one of the top 10 over 800 meta-analytic studies that consisted of 50,000 effect sizes (Hattie, 2009). Despite the notable evidence of feedback having impacts on student achievement, Hattie and Gan (2011) argued that feedback provided by teachers might not always be received in the same way as students are expected to. In a similar vein, other researchers (e.g., Orsmond & Merry, 2011, Price, Handley, Millar, & O'Donovan, 2010) also aruged there is often amisalignment between students’ and teachers’ perceptions in terms of the quantity and quality of teacher feedback to students. Based on the results of apilot study which aimed to test the appropriateness of Team based Learning (TBL) as an innovative approach of teaching in pre-service teachers (N=70), the key purpose of this on-going study is to move forward to test how TBL can be used effectively by integrating technology to implement formative feedback (one of these core components of assessment for learning) in a general education course in higher education.The targeted students are 100 student teachers in two semesters of an academic year. One more important purpose of this study is to support pre-service andin-service teachers’ professional development in terms of understanding and providing effective feedback to enhance student learning. Implications of this study to both higher and secondary education are discussed. Copyright © 2017 by TEA Conference 2018. All Rights Reserved.
|Publication status||Published - Feb 2018|