Students want ongoing targeted formative feedback, but faculty time constraints and large class sizes limit providing it¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2025 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Effective feedback helps students understand mistakes and refine thinking, but large class sizes and tight grading deadlines limit faculty feedback, and dichotomous automated grading offers little insight and saps motivation. → Higgin 2025

Evidence¶

Higgin 2025¶

Higgin, T., Holl-Cross, C., Moorjani, A., & Edwards, A., with Cornfield, O., Eisen, S., Hosie, L., McNamara, H., Ray, D., & Tsinnajinnie, B. (2025). Faculty and student perspectives on gateway math courses and courseware. WestEd. https://eric.ed.gov/?id=ED677594

q2 · i? · qualitative · r2

Secondary qualitative finding from the gateway math faculty and student study. The report states that "dichotomous grading offers little insight into errors and saps student motivation" and automated grading must prioritize supportive personalized feedback.

"Students want ongoing, targeted feedback that helps them understand mistakes and refine their thinking, but faculty often struggle to provide it, due to time constraints and large class sizes."

Discussion¶

Related Claims¶

• Effective implementation of formative assessment is hindered by its complexity, summative-assessment pressure, and teachers' negative early experiences — the general claim this finding bears on, with the studies behind it
• Gateway math students benefit from a balance of social, active learning and independent practice, but faculty constraints limit active learning — related
• Courseware can bridge gateway math learning gaps through tailored tutorials, study tools, diagnostics, and targeted practice — related
• Educators see AI as having potential to increase capacity for high-quality formative assessment, which is an operational challenge at scale — related
• Multiple representations and explanations of math concepts aid student understanding, but faculty lack time to source or develop them — related
• Students struggle to manage math assignments alongside busy schedules, and faculty need efficient grading, due-date, and extension tools — related
• AI-based assessment practices within PBL contexts remain underdeveloped, with limited empirical evidence on automated feedback, formative assessment, and learning analytics — related
• Instructors widely relaxed deadlines and adjusted grading to accommodate pandemic circumstances, while balancing compassion with academic rigor — related
• Large class sizes of 40 to 80 children limited teachers' ability to provide individualized support — related