Time Efficiency, Written Feedback, and Student Achievement in Inquiry-Oriented Biology Labs

Abstract

Abstract We examined how different styles of written feedback by graduate-student teaching assistants (GTAs) incollege intro biology lab (USA) influenced student achievement and related the different styles to timeefficiency. We quantified GTA feedback on formative lab reports and student achievement on two differenttypes of assessments, a quiz in 2010 and a summative lab report in 2011. We evaluated the extent to whichthree categories of written feedback impacted student achievement (grade discrepancy between actual andideal, short direct comments, and in-depth explanatory comments). Student achievement was best explainedby both grade discrepancy and short direct comments in 2010 and grade discrepancy only in 2011. In-depthexplanations were not part of the best-fit models in either year. Results also indicated that GTAs provided littleencouraging feedback, most feedback was targeted and asked students to expand on explanations. Results arediscussed in relation to relative time efficiency and GTA training.