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

Journal article

Harris, Lois, Brown, Gavin T.L. and Harnett, Jennifer A.. (2014). Understanding classroom feedback practices: a study of New Zealand student experiences, perceptions, and emotional responses. Educational Assessment, Evaluation and Accountability. 26(2), pp. 107 - 133. https://doi.org/10.1007/s11092-013-9187-5
AuthorsHarris, Lois, Brown, Gavin T.L. and Harnett, Jennifer A.
Abstract

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

Year2014
JournalEducational Assessment, Evaluation and Accountability
Journal citation26 (2), pp. 107 - 133
PublisherSpringer Netherlands
ISSN1874-8597
Digital Object Identifier (DOI)https://doi.org/10.1007/s11092-013-9187-5
Scopus EID2-s2.0-84902386351
Page range107 - 133
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationUnited States
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