Date of Award


Document Type

Action Research Project

Degree Name

Master of Arts in Education



First Advisor

Catherine Kelly




Feedback is one of the most influential factors on student learning. It is paramount for educators to spend considerable focus on feedback as instructional time, and learning activities are abundant with opportunities for providing feedback to students (Havnes, Smith, Dysthe, & Ludvigsen, 2012). The purpose of this research study was to ascertain what effect providing a culture of feedback has on student learning in the secondary Career and Technical Education (CTE) classroom, which differ from core classes in their delivery methods, content and overall outcomes. The goal was to utilize feedback with students in a way that promotes a culture where feedback is positively and routinely used and understood to further student learning. The study sample included approximately 54 students in grades ten through twelve in three elective CTE courses: Restaurant Skills, Desktop Publishing (Yearbook), and Health Science II. Data was collected using the following tools: self-assessments, a feedback survey, performance assessments, and observational checklists. The study was conducted for four consecutive weeks in the fall of 2017. The study contained both quantitative and qualitative features. The data sources revealed that students felt positive about feedback as a classroom norm and that feedback helped improve their learning. Feedback culture will continue to be implemented in the classrooms. Future research will investigate additional teaching and guided practice on self-reflection and providing feedback to others.

Included in

Education Commons