Analysis of New Zealand primary and secondary student peer- and self-assessment comments: applying Hattie and Timperley’s feedback model

Harris, Lois Ruth; Brown, Gavin; Harnett, Jennifer A.

doi:10.1080/0969594x.2014.976541

Cited by 42 publications

(29 citation statements)

References 47 publications

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“…The pedagogical implication of the findings seems straightforward. Since learning process-oriented feedback consistently pitched at the deep learning level will allow the learner to progress toward achieving more complex learning goals (Harris et al, 2015), we expect that conditions need to be created to allow for connection of students' preference for process-oriented feedback to action to maximize the pivotal role that students play in the classroom and learning process. While the potential discrepancy between preference for process-oriented feedback and its conversion to action among Chinese university EFL students documented in this study is undoubtedly worth further investigation, professional development is needed to equip EFL teachers with theory about and experience of highquality feedback to raise their awareness of the feedback practices that involve students in giving themselves and each other feedback that supports a deep understanding of learning.…”

Section: Resultsmentioning

confidence: 99%

How Learning Motivation Influences Feedback Experience and Preference in Chinese University EFL Students

Gan¹

2020

Front. Psychol.

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Drawing on the argument that students' different learning behaviors, including their perceptions of and engagement with feedback, could have roots in learners' fundamental motivational characteristics, this study examines how different second language learning motivational variables may predict university EFL (English as a foreign language) students' feedback experience and preference. Data were collected from EFL students from three universities in an Asian region (N = 409) through three self-report questionnaires. Results of structural equation modeling (SEM) revealed that different components of the second language learning motivational construct appear to display differential associations with EFL students' feedback experience and preference. In particular, this study brought to light the crucial role of attitudes to classroom English learning and intended learning effort as essential mediating motivational variables in predicting how EFL students conceive of and act on feedback. The findings of this study also provide significant insights into a complex and dynamic view of how student preference for different types of feedback actually works in the feedback process. The authors conclude by arguing that EFL teachers need to shoulder the burden of making the EFL classroom a supportive environment that promotes a positive self-concept and self-confidence as the first step toward stimulating students' active feedback use, and that conditions need to be created to allow for connection of students' preference for learning process-oriented feedback to action to maximize the pivotal role that students play in the classroom and learning process.

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Section: Resultsmentioning

confidence: 99%

How Learning Motivation Influences Feedback Experience and Preference in Chinese University EFL Students

Gan¹

2020

Front. Psychol.

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“…Feedback to the self-level, most commonly associated with praise, was not included in this study due to evidence that it has a detrimental impact on learning (Dweck, 2007;Hattie, 2009a;Kluger & DeNisi, 1996). Harris, Brown, and Harnett (2015) used Hattie and Timperley's (2007) feedback model as a conceptual framework to investigate which level feedback was directed to during peer and self-assessment. The researchers reported that most feedback was directed to the task level and that self-regulatory feedback only featured in self-assessment.…”

Section: A Model Of Feedbackmentioning

confidence: 99%

A Matrix of Feedback

Brooks¹,

Carroll²,

Gillies³

et al. 2019

AJTE

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The present study used an established model of feedback (Hattie & Timperley, 2007) as a framework to explore which types and levels of feedback are most common in the upper primary classroom. Results demonstrate that feedback was predominantly directed toward the task level and that feed forward, information about the next steps for learning, was the least occurring feedback type in the classroom. Based upon research and findings, the authors propose a conceptual matrix of feedback that bridges research to practice with the aim of feedback being a driver to promote improvement.

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“…Internationally, studies involving both levels of education, showed that self-assessment enhances self-regulation (Harris et al, 2015), whereas self-assessment through the long-term use of a rubric can have a positive impact mainly on girls' self-efficacy .…”

Section: Discussionmentioning

confidence: 99%

Student Self-Assessment in Primary and Secondary Education in Greece and Internationally

Papanthymou¹,

Δάρρα²

2019

WJER

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<em>The present study is a review of 36 empirical studies in Primary and Secondary Education, in Greece and internationally and aims at investigating: a) the benefits of student self-assessment, b) the contribution of self-assessment to the development of students’ skills to accurately self-assess. Moreover, this study presents the factors that affect student self-assessment ability. According to the main findings, self-assessment has been investigated more in Secondary Education. Furthermore, self-assessment has positive effects mainly on performance and learning in both secondary and primary students. Self-assessment ability and the factors that influence this ability have mainly investigated on Secondary Education with clearer and more positive findings, whereas there is a lack of research in Primary Education. In Greece, it was found only one study in Secondary Education that examines the issue of self-assessment ability with positive conclusions for students. Factors that contribute to the accuracy of student self-assessment in Secondary Education are the use of a video-based modeling examples, the observation of a human model engaging in self-assessment by students, the use of scripts and the training of students in self- and peer-assessment, whereas in Primary Education the social status, training and guidance in self-assessment and the entrance examinations affect self-assessment ability. </em>

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Analysis of New Zealand primary and secondary student peer- and self-assessment comments: applying Hattie and Timperley’s feedback model

Cited by 42 publications

References 47 publications

How Learning Motivation Influences Feedback Experience and Preference in Chinese University EFL Students

How Learning Motivation Influences Feedback Experience and Preference in Chinese University EFL Students

A Matrix of Feedback

Student Self-Assessment in Primary and Secondary Education in Greece and Internationally

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