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Teacher beliefs about feedback within an assessment for learning environment : endorsement of improved learning over student well-being
journal contribution
posted on 2017-12-06, 00:00 authored by G Brown, Lois HarrisLois Harris, J HarnettTeachers’ understandings of feedback probably influence the type and quality of feedback that theyprovide. The beliefs of 518 New Zealand practicing teachers about feedback were evaluated with theTeachers’ Conceptions of Feedback (TCoF) inventory and related to practices these teachers considered tobe feedback. Nine feedback factors and four practices factors were found and models were statisticallyinvariant between primary and secondary teachers. New Zealand teachers’ understandings of feedbackwere strongly focused on improving learning instead of enhancing student well-being. Similar factors areexpected in other contexts, though agreement rates should reflect local policy priorities and culturalvalues.
Funding
Category 1 - Australian Competitive Grants (this includes ARC, NHMRC)
History
Volume
28Issue
7Start Page
968End Page
978Number of Pages
11ISSN
0742-051XLocation
United KingdomPublisher
PergamonPublisher DOI
Full Text URL
Language
en-ausPeer Reviewed
- Yes
Open Access
- No
External Author Affiliations
TBA Research Institute; University of Auckland;Era Eligible
- Yes