Methods of collection:
Data was collected through surveys. It was a mixture of quantitative, using a LIkert scale, and qualitative with volunteers reporting their perceptions of each of form of feedback. Students responded based on both methods on each of the feedback formats (text, audio, video). Both the qualitative data (anecdotal) and the quantitative (Likert scale) was analyzed and compared both to each other and in retrospect to each other.
In the first cycle, generally most students responded well to most of the feedback formats. However when one compares their perceived preference for learning and the feedback format they preferred in the post survey, three participants out of the final group actually chose their perceived preference matching their choice for the one they responded to the best. Interesting enough, it was an almost even split between the three feedback formats on which one was the preferred method. That supports the concept of personalized learning plans. I also looked at the grades project to project for the students, but many of the participants were ones that started out as high achievers, so it did not leave much room for improvement.
Second cycle initial interest is coming in stronger than the first cycle so I do feel that I will be a better sampling. The tweaking of some of the wording will also help focus the students so that they are more sure of which formats they are responding about.
Going back to month 3, I was fascinated with some of the learning games and sites that I encountered such a Duology. So I am very interested in the concepts as I find that games have gotten very good at engaging players interest. This techniques applied to feedback might well make students more willing to put forward the effort to read the feedback. Sadly I did have one student that in the final survey stated he hadn’t known where to find his feedback all month even though I presented material showing them how to find it, as well as providing them additional materials for the entire class. A gaming mentality might improve student participants efforts in not only engaging in the feedback but in using it.