You are here:

Teacher beliefs about feedback within an assessment for learning environment: Endorsement of improved learning over student well-being
ARTICLE

, ,

TTEAIJRS Volume 28, Number 7, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Teachers’ understandings of feedback probably influence the type and quality of feedback that they provide. The beliefs of 518 New Zealand practicing teachers about feedback were evaluated with the Teachers’ Conceptions of Feedback (TCoF) inventory and related to practices these teachers considered to be feedback. Nine feedback factors and four practices factors were found and models were statistically invariant between primary and secondary teachers. New Zealand teachers’ understandings of feedback were strongly focused on improving learning instead of enhancing student well-being. Similar factors are expected in other contexts, though agreement rates should reflect local policy priorities and cultural values.

Citation

Brown, G.T.L., Harris, L.R. & Harnett, J. (2012). Teacher beliefs about feedback within an assessment for learning environment: Endorsement of improved learning over student well-being. Teaching and Teacher Education: An International Journal of Research and Studies, 28(7), 968-978. Elsevier Ltd. Retrieved April 20, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2012.05.003

Keywords