Whose Victory and at What Price?

Dennison, W. F.

doi:10.1080/0305498900160209

Cited by 3 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…That is, there has been scant research into feedback whose aim is not just to report results but explicitly to support children's autonomous learning (Marshall and Drummond 2006). Emphasis on students as autonomous directors of their own learning is now considered to be central to successful learning and its sustainability (Dennison and Kirk 1990;and Murnane and Levy 1996). Autonomous learning is defined variously as learning in which children take the initiative, learning in which children act independently, learning in which children assume a critical stance or, most fully, as the combination of these (Ecclestone 2002).…”

Section: Introductionmentioning

confidence: 99%

Inquiring into children’s experiences of teacher feedback: reconceptualising Assessment for Learning

Hargreaves

2013

Oxford Review of Education

View full text Add to dashboard Cite

Few previous studies have explored in detail how children respond affectively and cognitively to feedback in the normal interactions of the primary school classroom and how they relate the feedback to their sense of autonomy. This paper reports on a longitudinal study of nine 'profile' children aged 9 to 10 years in a UK school. They were observed and video-filmed in threes, twos or individually during literacy and numeracy lessons across two terms from January to July 2010. The video-recordings were shown to the children who had been filmed later the same day, being stopped at frequent intervals to allow the participants to comment on specific feedback incidents. The children claimed that learning was frustrated by overly directive feedback, that their learning benefited when the teacher's feedback included substantial but not burdensome detail. The children felt their learning was supported by feedback reminder cues and they noticed that negative and positive feedback provoked emotions which could interfere with or support learning. The article concludes by suggesting that Assessment for Learning might be conceptualised as a classroom conversation in which children as well as teachers assess how teacher feedback relates to children's learning, which would itself constitute a major contribution to their autonomous learning.

show abstract

Section: Introductionmentioning

confidence: 99%