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Student pictures of feedback : feedback is for learning and from teachers

conference contribution
posted on 2017-12-06, 00:00 authored by Lois HarrisLois Harris, G Brown, J Harnett
Feedback is a key facet of classroom assessment as it is through the use of formative feedback that progress in learning occurs (Hattie, 2009; Hattie & Timperley, 2007; Tunstall & Gipps, 1996a). While teachers continue to be a primary source of feedback to students, there is also increased endorsement of involving students as legitimate sources of feedback through the promotion of peer and self-assessment practices (e.g., Andrade, 2010; Strijbos & Sluijsman, 2010), especially within an Assessment for Learning framework (e.g., Black & Wiliam, 1998; Black, Harrison, Lee, Marshall, & Wiliam, 2003). While feedback is universally endorsed as beneficial to learning, what counts as ‘good feedback’ is contested, with contrasting perspectives about the optimal source, form, content, frequency, and timing of feedback (Shute, 2008). Student viewpoints about their roles in feedback situations are also not well understood. While it is well established that students react to, respond, and utilize feedback differently (e.g., Hyland, 2003, Peterson & Irving,2008), it remains unclear what pupil thinking shapes successful and unsuccessful student uses of feedback. This paper aims to contribute to knowledge about how students understand and experience feedback within the classroom.


Parent Title

American Educational Research Association 2012 Annual Meeting Program: Non Satis Scire: To Know Is Not Enough.

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New Orleans, Louisiana, USA


American Educational Research Association

Place of Publication

Washington, DC

Peer Reviewed

  • Yes

Open Access

  • No

External Author Affiliations

Meeting; TBA Research Institute; University of Auckland;

Era Eligible

  • Yes

Name of Conference

American Educational Research Association. Meeting