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dc.contributor.authorTay, Hui Yongen
dc.contributor.authorLam, Karenen
dc.identifier.citationTay, 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.
dc.identifier.issn1570-2081 (print)-
dc.identifier.issn1573-1723 (online)-
dc.description.abstractThe 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.en
dc.relation.ispartofEducational Research for Policy and Practiceen
dc.titleStudents' engagement across a typology of teacher feedback practicesen
dc.description.versionAccepted version.-
dc.description.projectOER 02/19 KTHK-
dc.grant.fundingagencyMinistry of Education, Singaporeen
dc.subject.keywordFormative assessmenten
dc.subject.keywordFormative feedbacken
dc.subject.keywordStudent engagementen
dc.subject.keywordFeedback practicesen
dc.subject.keywordFeedback typologyen
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