A Categorisation of Teacher Feedback in the Classroom: A Field Study on Feedback Based on Routine Classroom Assessment in Primary School

Autor/inn/en	Eriksson, Elisabeth; Björklund Boistrup, Lisa; Thornberg, Robert
Titel	A Categorisation of Teacher Feedback in the Classroom: A Field Study on Feedback Based on Routine Classroom Assessment in Primary School
Quelle	In: Research Papers in Education, 32 (2017) 3, S.316-332 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thornberg, Robert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2016.1225787
Schlagwörter	Feedback (Response); Elementary School Teachers; Teacher Attitudes; Student Evaluation; Observation; Qualitative Research; Grounded Theory; Student Attitudes; Classroom Techniques; Difficulty Level; Task Analysis; Foreign Countries; Emotional Response; Teacher Student Relationship; Teacher Expectations of Students; Ethnography; Sweden + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Schulnote; Studentische Bewertung; Beobachtung; Qualitative Forschung; Schülerverhalten; Klassenführung; Schwierigkeitsgrad; Aufgabenanalyse; Ausland; Emotionales Verhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Ethnografie; Schweden
Abstract	The aim of the present study was to examine and categorise teachers' strategies for feedback in day-to-day communication in primary school. The different feedback categories constructed and grounded in data are applicable to feedback on learning and knowledge as well as on behavioural skills. Qualitative classroom observations were conducted in 4 primary school classrooms, including a total of 4 teachers and 75 students. A constructivist grounded theory approach was used throughout the analytical process. The analysis of the field data generated five main categories of feedback focuses: expecting, emotionally responding, normalising, steering and deliberating. The categories are all broad, yet with subcategories specific and nuanced, presenting concepts by which we can verbalise and communicate teachers' feedback strategies. The categories place teachers' feedback actions in a landscape, not on a linear axis. The complexity of feedback, as it is shown in the present study, challenges a dichotomisation of feedback and captures more of a complexity of classroom assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01