Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/24053
Title: 
Authors: 
Keywords: 
Formative assessment
Formative feedback
Student engagement
Feedback practices
Feedback typology
Issue Date: 
2022
Citation: 
Tay, H. Y., & Lam, K. W. L. (2022). Students' engagement across a typology of teacher feedback practices. Educational Research for Policy and Practice. Advance online publication. https://doi.org/10.1007/s10671-022-09315-2
Journal: 
Educational Research for Policy and Practice
Abstract: 
The provision of feedback is widely practised as part of formative assessment. However, studies that examine the impact of feedback are usually from the teachers’ perspective, focusing on why and how they provide feedback. Fewer studies examine feedback from the students’ perspective, especially in the way they experience, make sense of and take up their teachers’ feedback. This paper provides empirical evidence of student engagement with different patterns of teacher feedback in their written essays. Data were gathered from 45 students (from 5 different schools) through group interviews and analysis of student artefacts from three rounds of writing tasks. The findings on affective, behavioural and cognitive engagement surfaced the conditions that will contribute to students’ will and skill to act on their teachers’ feedback. The implications on both teacher and student assessment literacy are discussed. The discussion will provide professional development providers and policy makers with new perspectives of and approaches to strengthening formative assessment practices in ways that are more cognizant of students’ experience of feedback.
URI: 
ISSN: 
1570-2081 (print)
1573-1723 (online)
DOI: 
Project number: 
OER 02/19 KTHK
Funding Agency: 
Ministry of Education, Singapore
File Permission: 
Embargo_20230501
File Availability: 
With file
Appears in Collections:Journal Articles

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  Until 2023-05-01
1.09 MBAdobe PDFUnder embargo until May 01, 2023
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