Comparison of teacher and student perceptions of formative assessment feedback practices and association with individual student characteristics

This study (1) investigated similarities and differences in feedback perceptions among teachers and students and (2) explored the association between individual student characteristics and students' feedback perceptions. Survey data were collected from 59 teachers and 186 students in secondary...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Teaching and teacher education Jg. 85; S. 175 - 189
1. Verfasser: van der Kleij, Fabienne M.
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Elsevier Ltd 01.10.2019
Schlagworte:
Feedback
Formative assessment
Individual student characteristics
Perception
Student
Teacher
Teacher
Formative assessment
Perception
Individual student characteristics
Student
Feedback
ISSN:0742-051X, 1879-2480
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:This study (1) investigated similarities and differences in feedback perceptions among teachers and students and (2) explored the association between individual student characteristics and students' feedback perceptions. Survey data were collected from 59 teachers and 186 students in secondary English and mathematics classes in five Australian schools. Feedback quality was perceived more positively by teachers than students, and English teachers reported higher levels of facilitation of feedback use than students. Student self-reported levels of self-efficacy, intrinsic values and self-regulation predicted students’ perceptions of feedback quality. These individual student characteristics mediated the relationship between student achievement levels and feedback quality perceptions. •Investigated teacher and student feedback perceptions in secondary English and mathematics using surveys.•Overall, feedback quality was perceived more positively by teachers than students.•Teachers were significantly more positive about facilitation of feedback use than students in English.•Students' self-reported self-efficacy, intrinsic values and self-regulation predicted their perceptions of feedback quality.•Self-efficacy, intrinsic values + self-regulation mediated the impact of achievement level on feedback quality perceptions.
ISSN:0742-051X
1879-2480
DOI:10.1016/j.tate.2019.06.010