Shared language of feedback and assessment. Perception of teachers and students in three Icelandic secondary schools

Jonsson, Ivar; Smith, Kari; Geirsdóttir, Guðrún

doi:10.1016/j.stueduc.2017.11.003

Cited by 36 publications

(25 citation statements)

References 26 publications

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“…Although some of the excerpts from the cases show feedback at the process and self-regulation level, the overall tendency in the descriptive statistics indicates low scores for feedback quality and opportunities for self-regulation. Nevertheless, teachers' L2 use in feedback interactions as identified in this study appears to add to the relevance of a shared language of feedback between teachers and students (Jónsson, Smith, & Geirsdóttir, 2018).…”

Section: Discussionmentioning

confidence: 68%

Teacher–student interactions and feedback in English as a foreign language classrooms

Vattøy

Gamlem

2020

Cambridge Journal of Education

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This study focuses on the quality of teacher-student interactions and feedback in teaching English as a foreign language (EFL). Data consisted of 65 video-recorded lessons from 13 classrooms in two lower-secondary schools, and were coded with Classroom Assessment Scoring System-Secondary. Four cases were selected and analysed for feedback practice based on teachers' use of first language (L1: here, Norwegian) and target language (L2: here, English) in EFL lessons. Teacher-student interactions were characterised by mid quality of emotional support and high quality of classroom organisation, but relatively low quality of instructional support. The results revealed an interdependence between quality of feedback and instructional dialogue, yet there appeared to be difficulties in supporting students' internal feedback and self-regulation. Engaging in extended feedback dialogues in the L2 seemed to be a central challenge facing the EFL teachers. The results provide knowledge for teacher education and teachers' facilitation of student learning.

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Section: Discussionmentioning

confidence: 68%

Teacher–student interactions and feedback in English as a foreign language classrooms

Vattøy

Gamlem

2020

Cambridge Journal of Education

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“…A total of seven studies on feedback were reviewed (see Table 2). These studies were quantitative, and two used a quasi-experimental approach (Cutumisu and Schwartz 2018;Pinger et al 2018a); two studies used a mixed design (Kyaruzi et al 2018(Kyaruzi et al , 2019 while three only used a survey approach (Jónsson, Smith, and Geirsdóttir 2018;Van der Kleij 2019;Vattøy and Smith 2019).…”

Section: Appropriate Feedbackmentioning

confidence: 99%

Role of Formative Assessment in Improving Students’ Motivation, Engagement, and Achievement: A Systematic Review of Literature

Wafubwa¹

2020

The International Journal of Assessment and Evaluation

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There is an increasing focus on formative assessment as education systems all over the world try to incorporate 21st-century skills in their curriculums. Formative assessment has been considered one of the best approaches to teaching and assessing 21st-century competencies, which are crucial in addressing the current economic challenges. This review of thirty-eight empirical studies was done to find out how the key strategies of formative assessment have been conceptualized and their effect on students' motivation, engagement, and achievement. The analysis revealed that some strategies like the use of discussion have not been studied empirically. Other strategies such as learning intentions, success criteria, and selfassessment have only been used to a lesser extent. The analysis showed a positive influence of formative assessment strategies on students' motivation, engagement, and achievement. The results of this analysis provide a roadmap in the advancement of the theory of formative assessment and direction for future inquiry.

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“…For instance, students generally paid little attention to written comments as feedback to improve their achievements. Teachers' overly optimistic view of students' use of feedback has been confirmed by Jónsson, Smith and Geirsdóttir (2018). Havnes et al (2012, p. 23) conclude that feedback still remains "primarily an individual endeavour" (for both students and teachers).…”

Section: Studies Of Student Participation In Feedbackmentioning

confidence: 99%

Student experience of vocational becoming in upper secondary vocational education and training. Navigating by feedback

Johansson

2020

Journal of Vocational Education & Training

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Shared language of feedback and assessment. Perception of teachers and students in three Icelandic secondary schools

Cited by 36 publications

References 26 publications

Teacher–student interactions and feedback in English as a foreign language classrooms

Teacher–student interactions and feedback in English as a foreign language classrooms

Role of Formative Assessment in Improving Students’ Motivation, Engagement, and Achievement: A Systematic Review of Literature

Student experience of vocational becoming in upper secondary vocational education and training. Navigating by feedback

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