Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.780219
Title: Feedback for learning : exploring the views of secondary school students about feedback and how they can shape classroom practice
Author: Ferguson, Belinda T.
ISNI:       0000 0004 7965 9085
Awarding Body: Nottingham Trent University
Current Institution: Nottingham Trent University
Date of Award: 2019
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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.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.780219  DOI: Not available
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