Teacher beliefs about feedback within an assessment for learning environment: Endorsement of improved learning over student well-being
By Gavin T. L. Brown, Lois R. Harris, J. Harnett. 2012
125 citations recorded by the source corpus.
Abstract Teachers’ understandings of feedback probably influence the type and quality of feedback that they provide. The beliefs of 518 New Zealand practicing teachers about feedback were evaluated with the Teachers’ Conceptions of Feedback (TCoF) inventory and related to practices these teachers considered to be feedback. Nine feedback factors and four practices factors were found and models were statistically invariant between primary and secondary teachers. New Zealand teachers’ understandings of feedback were strongly focused on improving learning instead of enhancing student well-being. Similar factors are expected in other contexts, though agreement rates should reflect local policy priorities and cultural values.
Subfields: Education, Management Science and Operations Research
View Paper: https://www.semanticscholar.org/paper/31504ff88acd76dbfc4b410d9c0897c54e8e7159
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In Education
- Lois R. Harris
- Gavin T. L. Brown
- J. Harnett
- Zi Yan
- Heidi L. Andrade
- Ernesto Panadero
- F. M. Van der Kleij
- Lingbiao Gao
In Management Science and Operations Research
Citations in the corpus
- Understanding classroom feedback practices: A study of New Zealand student experiences, perceptions, and emotional responses (2014, background): “Within New Zealand, both primary and secondary school teachers generally subscribe to the conception that assessment is for improved teaching and learning (Brown 2011) and strongly endorse the notion that feedback should improve learning rather than enhance students well-being (Brown et al. 2012).”