Asking the right question - Using different types of student feedback in developing ePCK for in-service biology teachers in dynamic teaching environments at school and at university

In science education research, the RCM (refined consensus model of Pedagogical Content Knowledge) conceptualizes ePCK (enacted Pedagogical Content Knowledge) as an emergent situation-specific property, influenced by domain-specific factors (content knowledge, skills) and generic factors (cognitive activation, constructive support, classroom management). In-service teachers develop ePCK by iterating a plan-teach-reflect cycle. Student feedback, especially digital summarising feedback, supports this process. However, it remains unclear whether a simple question feedback, differentiated feedback, or a grand rubric score best improves teaching across educational levels. While student feedback on teaching quality is valuable, identifying the most effective feedback type for enhancing ePCK—especially when comparing high-school and university settings—remains unresolved. We analyzed three types of digital summative feedback (a simple question, differentiated responses, and a grand rubric score) from 56 high-school lessons and 175 university lectures in a within-subject design, examining correlations among these feedback types. Students’ overall impression of lesson quality was highly correlated with differentiated feedback. A grand rubric score derived from this feedback could substitute for the single unspecific question. Results are consistent across both educational levels. A single-question feedback method may suffice for practical integration into the plan-teach-reflect cycle. However, the lack of detailed insights requires iterative feedback. Given the limited reliability of high-school data, further studies with in-service teachers are necessary. We emphasize the dynamic nature of the plan-teach-reflect cycle and propose student feedback as a key tool for sustaining instructional improvement throughout a teacher’s career.