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

Hargreaves, E; (2013) Inquiring into children’s experiences of teacher feedback: reconceptualising Assessment for Learning. Oxford Review of Education , 39 (2) pp. 229-246. 10.1080/03054985.2013.787922. Green open access

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Abstract

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 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 later the same day to the children who had been filmed, 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 and 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.

Type: Article
Title: Inquiring into children’s experiences of teacher feedback: reconceptualising Assessment for Learning
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/03054985.2013.787922
Publisher version: http://dx.doi.org/10.1080/03054985.2013.787922
Language: English
Additional information: This is an Accepted Manuscript of an article published by Taylor & Francis in Oxford Review of Education on April 5 2013, available online: http://wwww.tandfonline.com/10.1080/03054985.2013.787922.
Keywords: Assessment for Learning; feedback; autonomy; teaching and learning.
UCL classification: UCL > Provost and Vice Provost Offices
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/1471462
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