Teacher and student perceptions of oral classroom feedback practices : A video-stimulated recall study

Journal article


van der Kleij, Fabienne. (2023). Teacher and student perceptions of oral classroom feedback practices : A video-stimulated recall study. The Australian Educational Researcher. 50(2), pp. 353-370. https://doi.org/10.1007/s13384-021-00478-0
Authorsvan der Kleij, Fabienne
Abstract

Although feedback has long been recognised as critical to student learning, its potential is often not realised in classroom practice. One factor affecting feedback effectiveness is the discrepancy between how feedback is intended by the provider, and how it is perceived by the recipient. This study examined the nature of teacher and student perceptions of oral classroom feedback. Initial data were gathered using video-recorded classroom observations. Recorded videos were used in individual video-stimulated recall (VSR) interviews and semi-structured interviews with two teachers and five of their Year 8 students in one English and one mathematics class. VSR data were coded and analysed using a purposefully developed scheme. Although some overlap was identified, analysis revealed substantial differences in feedback perceptions of teachers and students, as well as between students. Overall, teachers identified more feedback instances than students, implying that much of their feedback was not recognised by students. In other instances, feedback was not perceived by students as intended by the teacher. Although most students recognised the ‘helping’ function of feedback, their commentary often reflected the notion of feedback as a corrective tool. The results suggest that students’ historic views of their role in feedback processes strongly influenced their feedback perceptions.

Keywordsfeedback; formative assessment; perceptions; secondary education; teacher-student interactions
Year2023
JournalThe Australian Educational Researcher
Journal citation50 (2), pp. 353-370
PublisherSpringer
ISSN2210-5328
Digital Object Identifier (DOI)https://doi.org/10.1007/s13384-021-00478-0
Scopus EID2-s2.0-85115177619
Page range353-370
FunderAustralian Catholic University (ACU)
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online19 Sep 2021
Publication process dates
Accepted24 Aug 2021
Deposited02 Jun 2022
Grant ID903108-141
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