Year: 2020
Type: article
Study design: Observational Study
Abstract: Feedback has been studied extensively in relation to its impact on student learning and is established as a high impact intervention on achievement, emotions, confidence, and motivation.In order to be effective, feedback must be timely, actionable, related to learning goals, and provide advice as to next steps in the student's learning.Yet research has also demonstrated the significant variability relating to the influence, with research suggesting that effective strategies vary based on the characteristics of the learner.However, the research is dominated by a focus on the giving of feedback and far less on how students receive feedback.Studies into student perceptions of feedback is lacking with little known about how the information provided is listened to, or received, along with the emotional responses that feedback may stimulate, and how this may influence learning.The aim of this thesis is to investigate student perceptions of teacher feedback, and to develop a deeper understanding of how students receive, interpret, and respond to it.Employing a cross-sectional research design using multi-methods, this study consisted of a large-scale questionnaire in which students responded to various feedback samples and gave insights as to their perceived usefulness and how each might engage the student.A smaller sample of students then participated in semi-structured interviews based on the themes that emerged from the survey data, providing insights as to how students respond to, make sense of, and apply feedback.Findings give insights into a range of feedback processes.Firstly, learners assign their own meaning to the feedback regardless of whether the information provided to them is explicit or not.Secondly, they assign this meaning based on prior Preface and acknowledgements For the past 20 years I have worked and studied in the field of education, and this research is grounded in my own experiences as a teacher and a school leader.I initially became interested in the study of feedback when undertaking action research in the Master of School Leadership at the University of Melbourne.This research investigated how student feedback could be used to enhance teacher practice and shape teacher professional learning in a secondary school.During this study, I was struck by two things.Firstly, in undertaking my initial literature review I was astounded at how little students were given a genuine voice in matters relating to teaching and learning, and education research.Secondly, in carrying out my own research, I realised how much students embrace the opportunity to share their perspectives, how articulate they can be, and that they bring unique and valuable insights to their own learning experiences.Considering these insights and the ongoing discussion around the impact of teacher feedback on student achievement in the broader education landscape, I was keen to explore student perceptions of these phenomena more deeply.This led me to my doctoral research.I am thankful for Professor John Hattie's willingness to first meet with me and discuss my ideas, and then to support and guide me through the doctoral research process as my supervisor.Our discussions were often focussed on my research, but also on issues relating to education more widely and the tensions between research, practice, and policy.John, I would not have navigated through this without your guidance, advice, and critical insights.For that
Author: Luke Mandouit
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3108732379