Towards Effective Feedback: An Investigation of Teachers' and Students' Perceptions of Oral Feedback in Classroom Practice

Autor/inn/en	Van Der Kleij, Fabienne; Adie, Lenore
Titel	Towards Effective Feedback: An Investigation of Teachers' and Students' Perceptions of Oral Feedback in Classroom Practice
Quelle	In: Assessment in Education: Principles, Policy & Practice, 27 (2020) 3, S.252-270 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Van Der Kleij, Fabienne) ORCID (Adie, Lenore)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2020.1748871
Schlagwörter	Feedback (Response); Student Attitudes; Teacher Attitudes; Oral Language; Classroom Techniques; Teacher Effectiveness; Secondary School Teachers; Secondary School Students; English Instruction; Mathematics Instruction; Student Evaluation; Teaching Methods; Peer Relationship; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Schülerverhalten; Lehrerverhalten; Oral interpretation; Mündlicher Sprachgebrauch; Klassenführung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Sekundarschüler; English langauage lessons; Englischunterricht; Mathematics lessons; Mathematikunterricht; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Few studies have examined how teachers' oral feedback in whole-class interactions is received, perceived and used by students to enhance learning. This paper details an in-depth study of secondary teachers' and students' reflective comments on classroom oral feedback. The study examined perceptions of teachers and students in English and mathematics classroom interactions. Key findings showed that much teacher feedback was not recognised by students, and that when feedback was recognised it was often not perceived as the teacher had intended. Further, feedback in mathematics was more often recognised and perceived as intended compared to English. If feedback is not received by students, or not perceived as intended by the provider, it is unlikely that the feedback message will achieve its intended effect of supporting student learning. The study provides evidence that feedback perceptions -- and thus feedback effectiveness -- are context-dependent, subject-dependent, and individual-dependent. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01