Context and Cognitive Levels of Teachers' Written Feedback: Probing Hattie and Timperley's (2007) Model in Action in Feedback for Writing

Autor/in	Finch, Mary
Titel	Context and Cognitive Levels of Teachers' Written Feedback: Probing Hattie and Timperley's (2007) Model in Action in Feedback for Writing
Quelle	In: English in Australia, 56 (2021) 3, S.47-58 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-2147
Schlagwörter	Feedback (Response); Writing Evaluation; Writing Instruction; Faculty Development; Instructional Effectiveness; English Teachers; Secondary School Teachers; English Instruction; Teacher Attitudes; Foreign Countries; Teacher Student Relationship; Thinking Skills; Student Evaluation; Models; Cultural Context; Evaluation Methods; Writing Processes; Australia + Suchen Sie Ihr Suchwort? Schreibunterricht; Unterrichtserfolg; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; English langauage lessons; Lehrerverhalten; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Denkfähigkeit; Schulnote; Studentische Bewertung; Analogiemodell; Australien
Abstract	Hattie and Timperley's (2007) model of effective feedback, widely used in teacher professional development, provides an easily-applied framework for thinking about the information contained in feedback. However, the model simplifies a complex phenomenon shaped in practice by interpersonal, disciplinary and institutional aspects. Examining the model in practice reveals links between the types of information offered and their context, highlighting the advantages of using the model strategically. This paper reports a qualitative study of four Australian secondary English teachers' written feedback. Teachers' annotations on student texts were analysed using Hattie and Timperley's model. Combining this analysis with interview data demonstrates how teachers' targeting of thinking levels is linked to assessment practices, cultural tools and their own beliefs about feedback and learning. The study underlines the need to invite teachers to consider how their context shapes their application of the model. (As Provided).
Anmerkungen	Australian Association for the Teaching of English. English House, 416 Magill Road, Kensington Gardens, SA 5068 Australia. Tel: +61-8-8332-2845; Fax: +61-8-8333-0394; e-mail: aate@aate.org.au; Web site: http://www.aate.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01