Understanding classroom feedback practices: A study of New Zealand student experiences, perceptions, and emotional responses

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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

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