A Matrix of Feedback for Learning

Autor/inn/en	Brooks, Cam; Carroll, Annemaree; Gillies, Robyn M.; Hattie, John
Titel	A Matrix of Feedback for Learning
Quelle	In: Australian Journal of Teacher Education, 44 (2019) 4, S.14-32, Artikel 2 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Feedback (Response); Models; Guidelines; Elementary School Students; Educational Improvement; Standards; Formative Evaluation; Metacognition; Cultural Pluralism; Institutional Characteristics; Foreign Countries; Writing Instruction; Audio Equipment; English Instruction; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Analogiemodell; Richtlinien; Teaching improvement; Unterrichtsentwicklung; Standard; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kulturpluralismus; Ausland; Schreibunterricht; Audio-CD; English langauage lessons; Englischunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	The present study used an established model of feedback (Hattie & Timperley, 2007) as a framework to explore which types and levels of feedback are most common in the upper primary classroom. Results demonstrate that feedback was predominantly directed toward the task level and that feed forward, information about the next steps for learning, was the least occurring feedback type in the classroom. Based upon research and findings, the authors propose a conceptual matrix of feedback that bridges research to practice with the aim of feedback being a driver to promote improvement. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01