What Characterizes High-Quality Feedback in Language Arts Classrooms?

• In Event: 72.048 - Roundtable Session 33
  In Roundtable Session: 72.048-12 - Teacher Practices and Judgment in Student Assessment

Abstract

In this study, we present an analysis of feedback practices in language arts classrooms. By comparing video observations from 184 recorded language arts lessons across 46 secondary schools in Norway, this study considers feedback given orally by teachers to students. The findings indicate three patterns; first, that there are substantial differences in the quality of feedback across the classrooms; second, that the majority of teachers provide feedback that is either absent or low; and third, that the link between high quality feedback and clear learning goals is weak. The present study contributes with systematic findings of what characterizes high quality feedback and provides detailed transcripts of these assessment dialogues between teachers and their students.

Authors

• Lisbeth M Brevik, University of Oslo

• Kirsti Klette, University of Oslo

• Marte Blikstad-Balas, University of Oslo