Student perceptions of classroom feedback

Gamlem, Siv M.; Smith, Kari

doi:10.1080/0969594x.2012.749212

Cited by 137 publications

(192 citation statements)

References 23 publications

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“…The learners' interpretation of feedback and how they relate to different forms of feedback is, therefore, an essential element in formative Vocational Students Experiences with Assessment in Workplace assessment (Black and Wiliam 2009;Havnes et al 2012;Gamlem and Smith 2013). One way to improve the correlation between teachers' feedback and students' understanding of the learning process is to conceptualize feedback as dialogue rather than as information transmission (Nicol and Macfarlane-Dick 2007).…”

Section: Assessmentmentioning

confidence: 99%

Vocational Students Experiences with Assessment in Workplace Learning

Sandal¹,

Smith

Wangensteen³

2014

Vocations and Learning

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Vocational education, as part of the Norwegian upper secondary education, includes both school-based learning and workplace learning. While school-based learning is characterized by formal structures and guided by aims in the curricula, workplace learning is often informal, incidental and directed by the daily work-tasks. Assessment in workplace learning is mainly formative and different stakeholders are involved in the assessment; namely students, teachers and workplace instructors. However, the guidelines for assessment are vague and call for a close cooperation between the stakeholders. This is demanding and has resulted in a variety of assessment practices. The study presented in this article is a qualitative study of students' experiences with assessment in workplace learning periods in their first year in vocational education. The aim of the study is to give voice to students`experiences with assessment and illuminate how assessment supports their learning processes. Data was collected through focus group interviews with two groups of students in the Programme for Health and Social Care. The main findings indicate different assessment cultures in school and workplaces. This is expressed through the students' perceptions of assessment, assessment criteria, tools for assessment and vocational knowledge. It is recommended that an open dialogue about the discontinuity in assessment between schools and workplaces is one of several measures necessary to bridge the gap between the stakeholders.

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Section: Assessmentmentioning

confidence: 99%

Vocational Students Experiences with Assessment in Workplace Learning

Sandal¹,

Smith

Wangensteen³

2014

Vocations and Learning

Self Cite

View full text Add to dashboard Cite

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“…Flere forskere har pekt på behovet for forskning som undersøker hvordan studenter og elever opplever og reagerer på laerers tilbakemeldinger (Gamlem & Smith, 2013;Hattie & Gan, 2011;Hounsell, Slowey, & Watson, 2003;Lee, 2008;Murphy, 2000). Innsikt i elevers tilbakemeldingspreferanser kan på den ene siden gi laerere støtte til å vektlegge former for respons som mange elever finner relevante og nyttige for videre bearbeiding av et tekstutkast.…”

Section: Innledningunclassified

Nyttige og mindre nyttige lærerkommentarer – slik elevene ser det

Bueie

2016

NJLR

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SammendragTil tross for en etablert oppfatning av tilbakemeldingers betydning for laering, er elevenes oppfatning og vurdering av tilbakemelding et lite utforsket område. Hvilke tilbakemeldinger synes elevene er nyttige? Denne artikkelen presenterer en studie som undersøker hvilke laererkommentarer elever på ungdomstrinnet finner nyttige og mindre nyttige. Det empiriske materialet består av en spørreundersøkelse besvart av 159 elever fra 10. trinn i norsk ungdomsskole på grunnlag av en spesielt tilrettelagt tilbakemeldingssituasjon. Resultatene av spørreundersøkelsen viser at elevene foretrekker laererkommentarer på globale tekstnivå (som innhold, ideer og sjanger) og kommentarer som spesifikt forklarer hva eleven bør gjøre og hvorfor. Elevene setter pris på ros, men også kritiske kommentarer vurderes som nyttige. Resultatene drøftes med bakgrunn i tidligere forskning på området.Nøkkelord: Respons; laererkommentarer; skriving; vurdering; vurderingspreferanser; elevperspektiv AbstractEven though there is a general consensus that feedback is an important part of the learning process, there is little research on pupils' perceptions of feedback. This includes, for instance, what type of feedback students find useful. This article presents a study that investigates pupils in Norwegian lower secondary schools' perceptions about teacher comments on a writing sample. Data consist of a survey answered by 159 pupils from 10 th grade, based on a specifically adapted feedback situation. The results of the survey show that students prefer teacher comments which are on a global text level (such as content, ideas and genre), that are specific and which clearly formulate what the student should do and why. Students appreciate praise, but also consider critical comments useful. The results are compared with results from previous studies.

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“…Dialogen mellom veileder, medstudenter og student kan vaere med på å skape mening i fellesskap. Både studiedesignet (hvilke oppgaver som blir gitt, krav om bearbeiding av oppgaver etter en har fått tilbakemelding, og timing med hensyn til når tilbakemeldingen blir gitt av veileder eller når arbeidet skal bearbeides av student), og tilbakemeldingens form og innhold viser seg å avgjøre om en tilbakemelding faktisk blir brukt av studenten for videre laering (Dysthe, 2011;Gamlem & Smith, 2013).…”

Section: Innledningunclassified

“…Disse funnene er i tråd med tidligere forskning (Dysthe, 2011;Gamlem & Smith, 2013), men vi vil illustrere hvordan dette kom til uttrykk i skolelederutdanningen. Det første aspektet som deltakerne peker på i intervjuene, er mengden tilbakemelding som gis.…”

Section: Metodisk Design For Studienunclassified