Effects Of A Motivational Intervention On Pre-Service Teachers’ Provision Of Feedback On Student Work

If teachers are made aware of the effects of the feedback that they provide and if they are given opportunities to enhance their provision of feedback, students--especially at-risk students who could benefit most from supportive classrooms--could see improvements in their educational experience. In this study, researchers asked pre-service teachers to complete an intervention activity focused on the different types of feedback and their motivational attributes. Participants gave written feedback on an assignment to serve as both a pre-test and post-test, with researchers analyzing the quantity and quality of feedback provided. Results indicated that pre-service teachers in the intervention group provided more effective process and self-regulation-focused feedback when compared to those in the active control group, who gave more self-focused and positive, yet unconstructive feedback at post-test. The results provide evidence of the benefits of an intervention with pre-service teachers, which could have more sustainable effects on providing meaningful feedback on future student work.