Testing feedback orientations: the case of Turkish prospective teachers

Abstract

The aim of this study is to examine prospective teachers' feedback orientations. Instructional feedback orientation has four aspects, namely utility, sensitivity, confidentiality and retention. The results show that while perceptions about usefulness of feedback are not related to perceptions feedback given in a private or public context. Students who found feedback useful keep feedback in mind better and they are less sensitive to feedback. Students who are more sensitive to feedback prefer confidentiality and they are not able to recall feedback better. The results of the MANOVA reveal that prospective teachers' perceptions about feedback retention significantly differed in terms of gender. Female students are more able to recall feedback than male students. Another result of the study is that students who had taken measurement and evaluation courses showed higher mean feedback utility than the others.