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Feedback as a relational concept in the classroom

Dann, R; (2019) Feedback as a relational concept in the classroom. The Curriculum Journal , 30 (4) pp. 352-374. 10.1080/09585176.2019.1636839. Green open access

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Abstract

This paper constructs a theoretical argument to frame feedback as a relational concept. It addresses contemporary concern that formative assessment, of which feedback is a part, is under theorised. The arguments presented link to existing theoretical and research evidence. The paper also challenges the dominant policy discourse in high stakes assessment contexts in which feedback is typically seen in technised ways to serve the need to raise measured pupil outcomes. Vygotsky's notion of the zone of proximal development is explored as a relational space in which both teachers and learners understand differences between learning ‘now’ and learning ‘next’. Extending Vygotsky's perspective, a socio‐cultural perspective is offered, by considering the role of ‘others’, ‘language’, ‘activity’ and ‘identity’, as part of the process of sharing and understanding feedback in classrooms. The work of Holland et al. (1998), Bakhtin (1986) are central to the developing argument. The paper reveals feedback as a complex situated process, requiring mediated dynamic interaction, where feedback is appropriated as a cultural artefact by its participants. The implications of such an articulation demands a greater sense of understanding pupils’ roles in feedback and the importance of teachers enabling pupils to see themselves in new ways as future learners.

Type: Article
Title: Feedback as a relational concept in the classroom
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/09585176.2019.1636839
Publisher version: https://doi.org/10.1080/09585176.2019.1636839
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Assessment, classroom assessment, feedback, formative assessment, agency, identity, dialogical, figured world
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/10075171
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