dc.contributor.author |
Harris, LR |
en |
dc.contributor.author |
Brown, Gavin |
en |
dc.contributor.author |
Harnett, Jennifer |
en |
dc.date.accessioned |
2014-10-21T22:34:09Z |
en |
dc.date.issued |
2014-05 |
en |
dc.identifier.citation |
Educational Assessment, Evaluation and Accountability, 2014, 26 (2), pp. 107 - 133 |
en |
dc.identifier.issn |
1874-8597 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/23293 |
en |
dc.description.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. |
en |
dc.publisher |
Springer |
en |
dc.relation.ispartofseries |
Educational Assessment, Evaluation and Accountability |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://www.springer.com/gp/open-access/authors-rights/self-archiving-policy/2124
http://www.sherpa.ac.uk/romeo/issn/1874-8597/ |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.title |
Understanding classroom feedback practices: A study of New Zealand student experiences, perceptions, and emotional responses |
en |
dc.type |
Journal Article |
en |
dc.identifier.doi |
10.1007/s11092-013-9187-5 |
en |
pubs.issue |
2 |
en |
pubs.begin-page |
107 |
en |
pubs.volume |
26 |
en |
dc.description.version |
AM - Accepted Manuscript |
en |
dc.rights.holder |
Copyright:
Springer |
en |
pubs.end-page |
133 |
en |
pubs.publication-status |
Published |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Article |
en |
pubs.elements-id |
422529 |
en |
pubs.org-id |
Education and Social Work |
en |
pubs.org-id |
Learning Development and Professional Practice |
en |
dc.identifier.eissn |
1874-8600 |
en |
pubs.record-created-at-source-date |
2014-01-09 |
en |