Title: Formative feedback using quick polls: benefits, challenges and engagement

Authors: Angelito Calma; Lusheng Shao; William Ho

Addresses: Williams Centre for Learning Advancement, Faculty of Business and Economics, The University of Melbourne, Level 6, FBE Building, 111 Barry St. The University of Melbourne, Victoria 3010, Australia ' Department of Management and Marketing, Faculty of Business and Economics, The University of Melbourne, Level 10, The Spot Building, 198 Berkeley St. The University of Melbourne, Victoria 3010, Australia ' Department of Management and Marketing, Faculty of Business and Economics, The University of Melbourne, Level 10, The Spot Building, 198 Berkeley St. The University of Melbourne, Victoria 3010, Australia

Abstract: This study investigates students' perceptions in a formative feedback initiative introduced in a quantitative management subject. It uses data from 157 undergraduate and graduate students over two semesters collected via a survey and focus group discussion. It provides a novel contribution to the under-researched area of formative feedback in business education. Results were generally positive, with over 75% of the students agreeing that formative feedback is useful. They reported positive results across the survey questions relating to ease of and keenness to the feedback activity, their enjoyment in participating, improvement in their understanding, the usefulness of the feedback, and whether they would recommend such activity in other subjects. Results from the focus groups also reiterate these positive perceptions, where students highly regarded the immediacy and usability of the feedback in their learning and the engaging and non-threatening nature of the activity. Implications include practical uses and applicability to other disciplines.

Keywords: feedback; formative feedback; business education; business decision analysis; polling.

DOI: 10.1504/IJIL.2023.127952

International Journal of Innovation and Learning, 2023 Vol.33 No.1, pp.98 - 119

Received: 27 Sep 2021
Accepted: 03 Jan 2022
Published online: 22 Dec 2022 *

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