Feedback for learning: exploring the views of secondary school students about feedback and how they can shape classroom practice

Ferguson, B.T., 2019. Feedback for learning: exploring the views of secondary school students about feedback and how they can shape classroom practice. EdD, Nottingham Trent University.

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Abstract

Whilst previous research on assessment for learning has explored the pivotal role feedback has in supporting and enhancing learning, there have been limited studies undertaken from the perspective of the student. As a longitudinal study in one secondary school, this thesis presents the views of students which have been obtained over an eighteen-month period. Using questionnaires and interviews and including a small-scale action research approach, student views have been gained about how they valued and used feedback they received on their learning from teachers and their peers as they progressed through their secondary education.
These views have been valuable in providing an insight into student learning and have been influential in shaping policy and classroom practice in this school. The data in this case study has indicated student views did not change considerably as they moved from year 8 to year 10, and higher attaining students did not regard feedback differently than their peers. The findings demonstrate the importance of the way feedback is communicated, the content of it and whether it generates subsequent action. It highlights that feedback should be framed within a holistic approach to support teaching and learning. In addition, the thesis explores the contribution that gaining student perceptions can have on teacher awareness of learning and developing confidence in their practice. The thesis concludes with a model that demonstrates the range of factors that can influence the construction, receipt and interpretation of feedback, which would be valuable for practitioners and managers in education considering the development or review of feedback processes.

This thesis contributes to the understanding of:

• The role of feedback within Assessment for Learning approaches;
• How students engage with feedback;
• The value of student voice in the development of education policy and practice.

Item Type: Thesis
Creators: Ferguson, B.T.
Date: April 2019
Rights: This work is the intellectual property of the author. You may copy up to 5% of this work for private study, or personal, non-commercial research. Any re-use of the information contained within this document should be fully referenced, quoting the author, title, university, degree level and pagination. Queries or requests for any other use, or if a more substantial copy is required, should be directed to the owner of the Intellectual Property Rights.
Divisions: Schools > School of Education
Depositing User: Linda Sullivan
Date Added: 27 Jun 2019 13:47
Last Modified: 27 Jun 2019 13:47
URI: http://irep.ntu.ac.uk/id/eprint/36934

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