Feedback that Facilitates Learning: Perceptions of Mathematics Student Teachers in a Higher Learning Institution in Central Zambia

Lecturer’s feedback on students’ written tasks is generally considered as one of the primary means of learning in higher learning institutions. While this is the case there is little known research on student teachers’ perspectives of the content of the feedback on written assessment tasks that can facilitate students’ learning. This qualitative study first establishes the nature of the feedback that is given to Mathematics student teachers. It then, through the student teachers’ shared perceptions, finds out the effectiveness of lecturers’ feedback on students’ written tasks in improving students’ learning and preparing them for giving feedback. Data were collected through document review and interviews from 20 purposively selected fourth year student teachers majoring in Mathematics at a University in Central Zambia. The study was guided by Hattie (2009) framework on effective feedback. The findings show that the student teachers acknowledged that lecturers’ written feedback is an important learning strategy, but it had not been effective enough in improving their learning and preparation for giving feedback. They indicated that there were problems with the feedback they had been receiving. The problems identified as being associated with the feedback received included: (a) no clear understanding of the meaning of the given feedback (b) no clear understanding of what may need to be done to improve (c) feedback mode of delivery and timeliness. The results of this study suggest some key qualities of effective feedback and provide insights into possible changes in the nature of, and approach toward feedback on written assessment tasks for Mathematics student teachers who themselves are also being prepared for the role of giving feedback.