Feedback – Teaching & Learning Research Initiative

Supporting teachers and learners of programming by understanding feedback on syntax, semantics and style

Introduction New Zealand has a shortage of skilled workers in information technology (IT). Skills relating to computer programming (e.g., software engineer, applications programmer, software tester, web developer) all appear on the 2019 Long Term Skill Shortage List published by Immigration New Zealand (Immigration New Zealand, 2019). In 2020, Immigration New Zealand reports a continued lack of information and communications technology (ICT) workers in New Zealand (Immigration New Zealand, n.d.). However, New Zealand is competing in a global market facing similar demands. In many parts of the world, demand for computing graduates outstrips supply. Consequently, New Zealand cannot rely on filling its requirements from other countries. We need to develop skilled professionals

Conceptions of assessment and feedback in secondary school

1. Aims, objectives, and research questions Assessment and feedback are an integral part of the teaching and learning process. They affect not only what is learnt, but how students learn, their motivation, goals, and sense of self (Cowie, 2003). If students have a negative conception of the role of assessment and they misinterpret the meaning of feedback, this can lead to reduced motivation and low self-esteem. While a learning environment or task may be designed to facilitate student change on a given variable (e.g., feedback to enhance literacy skills), students’ and teachers’ conceptions will influence the way the task or environment are experienced (Trigwell & Prosser, 1991; Fransson, 1977; Kōnings, Brand-Gruwel,