Inquiring into children’s experiences of teacher feedback: reconceptualising Assessment for Learning

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Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020, background): “…feedback to students (Aschbacher & Alonzo, 2006; Bryant & Carless, 2010; Fox-Turnbull, 2006; Furtak & Ruiz-Primo, 2008; Gamlem & Smith, 2013; Hargreaves, 2013; Havnes et al., 2012; Lee, 2011; Ní Chróinín & Cosgrave, 2013; Peterson & Irving, 2008; Rakoczy, Klieme, Bürgermeister, & Harks,…”
Assessment as learning: blurring the boundaries of assessment and learning for theory, policy and practice (2014, background): “Pupil voice has increasingly found a space in contemporary educational research, discussion and practice (such as Cowie, 2005; Dann, 2002; Hargreaves, 2013; McCallum, Hargreaves, & Gipps, 2000).”
Student perceptions of assessment feedback: a critical scoping review and call for research (2020, methodology): “For example, Hargreaves (2013) used videos of classroom observations to trigger student responses to feedback.”
Inclusive pedagogy in action: getting it right for every child (2018, background): “Acknowledging this implicit assumption creates a space for teachers to explore how a genuine partnership between adults and pupils can facilitate learning (Bourke 2017; Hargreaves 2012, 2013).”