Teachers' Beliefs About and Knowledge of Providing Feedback to Students

• In Event: Marriott Roundtable Session 65
  In Roundtable Session: Classroom Assessment: Examining the Role of Feedback

Abstract

In this study, we examined preservice and novice teachers’ beliefs about and knowledge of providing teacher feedback to their students. Using a mixed-methods research design, 52 teachers participated in the study by filling out questionnaires and answering open-ended questions. The results showed that teachers who believed that students ignore teacher feedback are more likely to endorse a fixed mindset when it comes to grading practices. Further, participants who believed that students ignore teacher feedback scored lower on their knowledge of feedback types. Educational implications are discussed, particularly with regard to teacher preparation in identifying and practicing effective feedback.

Authors

• Peggy P. Chen, Hunter College - CUNY

• Sarah M. Bonner, Hunter College - CUNY

• Magdalen Ann Beiting-Parrish, CUNY Graduate Center