Understanding classroom feedback practices: A study of New Zealand student experiences, perceptions, and emotional responses
By Lois R. Harris, Gavin T. L. Brown, J. Harnett. 2014
110 citations recorded by the source corpus.
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.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/19a5093fb7365c6768b0c69140aa20c9d3e168f7
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- F. M. Van der Kleij
- Anastasiya A. Lipnevich
- Ariana C. Vasquez
- Jeffrey K. Smith
- Erika A. Patall
- David A. G. Berg
- Sandra Stautberg
- Carlton J. Fong
Citations in the corpus
- Student perceptions of assessment feedback: a critical scoping review and call for research (2020, background): “The successive snowballing search involved searching for studies that had cited two widely cited articles on formative assessment and feedback in education: Hattie and Timperley (2007) and Black and Wiliam (1998).”
- Toward a Model of Student Response to Feedback (2016, background): “Shute begins with a more elaborate definition of feedback than Kluger and DeNisi (1996) or Hattie and Timperley (2007). She identifies information concerning the gap between current and desired status as one type of feedback, and then includes two additional types of feedback: feedback that reduces ”
- A Meta-Analysis of Negative Feedback on Intrinsic Motivation (2018, background): “so in light of high-stakes assessments and mandated learning gains in an age of accountability (Harris et al. 2014).”