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Educational Assessment, Evaluation and Accountability

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01.05.2014

Understanding classroom feedback practices: A study of New Zealand student experiences, perceptions, and emotional responses

verfasst von: Lois R. Harris, Gavin T. L. Brown, Jennifer A. Harnett

Erschienen in: Educational Assessment, Evaluation and Accountability | Ausgabe 2/2014

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Abstract

While feedback is a key factor for improving student learning, little is known about how students understand and experience feedback within the classroom. This study analysed 193 New Zealand primary and secondary students’ survey responses alongside drawings of their understandings and experiences of feedback to examine how they experience, understand, and respond to feedback. It found that despite New Zealand’s strong commitment to student-centred Assessment for Learning practices, the majority of students still drew, selected, and endorsed teacher-led feedback practices, with pictures dominated by written comments or grades. However, they generally depicted and described this feedback as positive and constructive, suggesting that negative emotional responses to evaluative comments and grades may be lessened if students perceive such feedback will help them improve.

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Titel: Understanding classroom feedback practices: A study of New Zealand student experiences, perceptions, and emotional responses
verfasst von: Lois R. Harris
Gavin T. L. Brown
Jennifer A. Harnett
Publikationsdatum: 01.05.2014
Verlag: Springer Netherlands
Erschienen in: Educational Assessment, Evaluation and Accountability / Ausgabe 2/2014
Print ISSN: 1874-8597
Elektronische ISSN: 1874-8600
DOI: https://doi.org/10.1007/s11092-013-9187-5

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