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Exploring the content of teachers' feedback : what are teachers actually providing to students?

conference contribution
posted on 06.12.2017, 00:00 by Lois Harris, JA Harnett, GTL Brown
Quality feedback from teachers (and other sources) can be a significant contributor to academic success (Butler & Winne, 1995; Hattie & Timperley, 2007; Kluger and DeNisi, 1996; Parr & Timperley, 2010). Parr and Timperley (2010) found a strong relationship between New Zealand primary teachers’ abilities to create effective written feedback to students (i.e., feedback that related to the learning intention, accurately assessed the student’s work, provided suggestions for improvement, focused on deeper features of the text, and contained explicit evaluation messages) and their students’ learning gains on a standardized writing assessment. Hence, there is evidence that improving teacher feedback practices can lift student achievement.

History

Parent Title

American Educational Research Association 2013 Annual Meeting Program: Education and poverty : theory, research, policy and praxis.

Start Page

1

End Page

24

Number of Pages

24

Start Date

27/04/2013

Finish Date

01/05/2013

Location

San Francisco, USA

Publisher

American Educational Research Association

Place of Publication

Washington, DC

Peer Reviewed

Yes

Open Access

No

Era Eligible

Yes

Name of Conference

American Educational Research Association. Meeting

Exports