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ASSESSMENT FOR LEARNING: THE INSTRUCTOR’S FEEDBACK AND ITS RELATION TO STUDENTS’ ENGAGEMENT IN ONLINE LEARNING
Last modified: 2020-10-22
Abstract
This study aimed to reveal the instructor’s feedback quality intertwined with students’ engagement in online learning through a WhatsApp group. Also, it unraveled the follow up actions conducted by students regarding the feedback. 24 graduate students studying in one of universities in Bandung city participated. A mixed-method, an explanatory sequential design, was used. Utilizing questionnaires the study reveals that with the mean of 82.38 and standard deviation of 6.51, the instructor’s feedback was deemed good with some qualities emanated through the in-depth interviews comprising ‘timely’, detail and relevant to the materials learned, facilitative, supportive, and objective. Meanwhile, with the mean of 73.11 and standard deviation of 10.40, the students’ engagement is considered good and indicated by the students’ attitudes towards the course and motivation for choosing it and also their active involvement during the course taking place obtained through observation. Nevertheless, it was found that with the 95% level of confidence, the regression model between the two variables was considered not linear (p>.05=.105>.050). Moreover, consulting with friends, the instructor and reading relevant materials constituted the alternatives the students did to handle issues concerning the feedback.
Keywords
assessment for learning; online learning; students’ engagement; teacher’s feedback