Student Initiation of Feedback Conversations as a Measure of Teaching

• In Event: Roundtable Session 19
  In Roundtable Session: Research on Student Perceptions and Teacher Reflections on Assessment: Lessons Learned

Abstract

This study measures the rate at which students initiate feedback conversations with their teacher, how student achievement relates, and the type of information that is generated during student initiated feedback conversations. Findings suggest that high achieving students are more likely to initiate feedback conversations with their teacher and that all student initiated conversations tend to be didactic and involve little higher level thinking or reasoning by either student or teacher. Findings also suggest that teachers can mitigate the relationship between achievement and rate of student initiation during instruction and can influence the degree to which higher level thinking takes place. Further recommendations for improving the rate of student initiated feedback in low achieving students are explored.

Author

• Jennifer Ann Quynn, Evaluation Systems group of Pearson