Session Information
99 ERC SES 04 D, Interactive Poster Session
Poster Session
Contribution
Feedback Methods Used in the Teaching of Biology in International High Schools in the Czech Republic
Onyedika Emmanuel Okpala
Faculty of Education, Charles University, Magdaleny Rettigove 4, 116 39 Praha 1, Czech Republic.
Emails: nuelwinner@gmail.com
Despite the positive improvements reported in the Czech education system over the years, such as the increase of 16 percentage points between TALIS 2013 and TALIS 2018 in teacher engagement in professional development related to student assessment, evidence shows that improvement-focused teacher assessment still needs to be developed. For example, in 2015, only 34% of students were in schools where principals reported that student assessments were used to identify aspects of instruction that could be improved; this is lower than the OECD average of 59%. In addition, in the Programme for International Student Assessment 2018, students in the Czech Republic perceived teacher feedback on their learning to be among the lowest in the OECD, with index teacher feedback of -0.24 compared to an OECD average of 0.01[1]. Assessment can be defined as activities undertaken by teachers and their students, providing information that can be used as feedback to modify teaching and learning [2]. Effective feedback as a form of formative assessment encourages students to learn by enabling them to understand their strengths and weaknesses, leading to an improved outcome [3]. Evidence shows that participating in different formative assessment practices results in remarkable achievement in educational outcomes [4]. The main aim of this study is to investigate the feedback methods teachers use in teaching biology in Czech International schools. The study is theoretically informed by the work of sociologist John Meyer’s new institutionalism theory, published in 1977, and the Personal Practice Assessment Theory [5,6 ]. Qualitative research and multiple case studies will be used to investigate the teachers’ feedback methods. Four biology teachers will be recruited across four international schools in Prague, Czech Republic, with five student focus groups from each school. Primary data sources will include in-class observations, background or post-observation and student focus group interviews, while secondary data sources will include information from written assessments and the curriculum or syllabus for the course. All interviews (semi-structured) will be audio-recorded and later transcribed for further analysis.The data analysis approach will involve open, deductive coding. Software such as MAXQDA, which is used for qualitative data analysis, will be adopted for the coding. Triangulation of results, a qualitative research approach to evaluate the validity of research findings by the convergence of information generated from diverse sources, will be carried out. At the same time, the influence of bias and ethical issues will also be considered. The potential findings from this study will create the opportunity to discover the most frequent and best feedback method preferred by students in teaching biology and help modify or explore the theories and methods of feedback in teaching biology in high school.
Dissertation aims.
(1) To investigate the similarities and disparities in feedback methods used by biology teachers in the selected international schools in Prague, Czech Republic.
(2) To investigate the nature and frequency of feedback among teachers and schools from a biology perspective.
(3) To understand potential contextual elements or factors (internal and external) that may facilitate or create a barrier towards assessment by teachers.
Research questions (RQs)
RQ1 What are the similarities and disparities in feedback methods used by teachers within and across schools?
RQ2 What are students’ perceptions towards feedback?
RQ3 How do contextual elements (internal and external factors) hinder or facilitate teachers' feedback practice?
Method
2. 1. Epistemological Critical Realism and Attribution Theory in Qualitative Research: The combination of critical realism and attribution theory provides a different dimension in social reality. Attribution theory will enable the systematic identification of social phenomena and their causal mechanism; it explains the features of that mechanism and who/what is responsible for and affected by them. On the other hand, critical realism helps to differentiate causal mechanisms and generative forces that enable those mechanisms to be actualised and have an impact [5]. 2.2. Multiple case study approach: This study will use a multiple-case study approach. We will use a multiple-case study approach to investigate the teachers’ assessment (formative) practice [6]. 2.3. Recruitment strategies: To access the schools, teachers, and student focus groups, a letter will be written to the directors/heads of all the schools requesting access to the school classrooms, biology teachers, and selected students. 2.4. Choice and Number of Participants: Four or three experienced biology teachers with differing backgrounds and roles teaching upper-level biology courses and similar teaching experiences from four schools will be selected as case participants. 2.5. Data collection approach and sources (primary and secondary data source): Primary data sources will include in-class observation, background or post-observation interviews, and student focus group interviews. Background interviews may be conducted to discuss each teacher’s teaching beliefs/philosophy, assessment planning decisions, and reasoning behind the specific course module that will be observed. Some secondary data sources will include information from written assessments and the curriculum or syllabus for the course. All interviews in this study will be audio-recorded and later transcribed for further analysis. 2.6. The data analysis approach will involve open, deductive coding. Software such as MAXQDA, which is used for qualitative data analysis, will be adopted for the coding. 2.7. Cross-case analysis: It is important to compare results obtained across teachers, student focus groups, and schools to achieve reasonable generalisation. 2.8. Triangulation of results: Since the data will be obtained from multi-case studies in this research, it is essential to project the results into a common area where the data are melded and discussed using a triangulation approach to increase the credibility of the research findings.
Expected Outcomes
The potential findings from this study will create the opportunity to discover the most frequent and best feedback method preferred by students in teaching biology and help modify or explore the theories and methods of feedback in teaching biology in high school.
References
References [1] OECD (2020). Education Policy Outlook Czech Republic. https://www.oecd.org/education/policy-outlook/country-profile-Czech-Republic-2020.pdf. [2] Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice.5: 7-74. [3] Muijs, D et al. (2014). State of the art – teacher effectiveness and professional learning. School effectiveness and school improvement. 25: 231-256. [4] Hattie, J. (2009). Visible Learning – A synthesis of over 800 meta-analyses relating to achievement. London: Routledge [5] Paul, D. (1998). The New Institutionalism: Avenues of Collaboration. Journal of Institutional and Theoretical Economics (JITE). 154 (4): 696–705. [6] Box, C., Skoog, G., & Dabbs, J. M. (2015). A case study of teacher personal practice assessment theories and complexities of implementing formative assessment. American Educational Research Journal, 52(5), 956–983. https://doi.org/10.3102/0002831215587754 [7] Al-Sharif, R. (2021). "Critical realism and attribution theory in qualitative research", Qualitative Research in Organizations and Management, 16 (1), 127–144. [8] Yin, R.K. (2014). Case study research design and methods (5th ed.). Thousand Oaks, CA: Sage Publications, Inc 282 pages.
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