Student Pictures of Feedback: Feedback Is for Learning and From Teachers

• In Event: Roundtable Session 39
  In Roundtable Session: Feedback and Formative Assessments

Abstract

While feedback is a key factor for improving student learning, little is known about how students understand and experience feedback within the classroom. This study analyzed 193 New Zealand primary and secondary students’ drawings of their understandings and experiences of feedback to examine how they define and respond to feedback. It found that despite New Zealand’s strong commitment to student-centered Assessment for Learning practices, the majority of students still depicted teacher-led feedback practices, dominated by written comments or grades. However, they generally depicted this feedback as positive and constructive, suggesting that when students see comments and grades as helping them improve their learning, negative affective responses to these judgments may be lessened.

Authors

• Lois Ruth Harris, Central Queensland University

• Gavin T. Brown, The University of Auckland

• Jennifer Harnett, University of Auckland