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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 06.12.2017, 00:00 authored by G Brown, Lois HarrisLois Harris, J Harnett
Teachers’ 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

28

Issue

7

Start Page

968

End Page

978

Number of Pages

11

ISSN

0742-051X

Location

United Kingdom

Publisher

Pergamon

Language

en-aus

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

TBA Research Institute; University of Auckland;

Era Eligible

Yes

Journal

Teaching and teacher education.