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

journal contribution
posted on 06.12.2017, 00:00 by Lois Harris, G Brown, J Harnett
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.

History

Volume

26

Issue

2

Start Page

107

End Page

133

Number of Pages

27

eISSN

1874-8600

ISSN

1874-8597

Location

Netherlands

Publisher

Springer Netherlands

Full Text URL

Language

en-aus

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

School of Education and the Arts (2013- ); TBA Research Institute; University of Auckland;

Era Eligible

Yes

Journal

Educational assessment, evaluation and accountability.

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