Differences in the perception of feedback between Hong Kong primary school students and their teachers

Differences in the perception of feedback between Hong Kong primary school students and their teachers

• Wong, Ying Wah Michael The Hong Kong Institute of Education
• Mok, Magdalena Mo Ching The Hong Kong Institute of Education

The Pacific Rim Objective Measurement Society Conference (PROMS 2012) (2012: Jiaxing University, Jiaxing, China)

• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers
• N Students & Student Services
  • NC Charactieristics & Conditions of Students; Opinion & Attitudes of Students, Problems of Adjustment

Rasch Model Effect Size Feedback Primary Student Primary School Teacher

• Hong Kong

• 1997.7 onwards

• Primary Education

Background: Abundant research has been undertaken on the importance of teachers’ feedback to the school achievement of students. However, focus has rarely been placed on the differences between the perception on feedback of students and teachers. Being a part of the study which was sponsored by a General Research Grant awarded by Research Grants Council of UGC, Hong Kong (Project Number 844011), we attempted to find out the differences between students’ and teachers’ perception on feedback. Aims and Keywords: The study aimed to find out the differences between Hong Kong primary school students and teachers in their views to feedback. Sample: Four thousand five hundred and seven students between primary 3 and primary 5, 132 teachers from 26 Hong Kong primary schools were sampled in the study. Method: A 42-item instrument with 4-Likert point response scale was constructed by the research team to collect the responses from Hong Kong students and teachers of their perception on 6 dimensions in feedback. Multidimensional Rasch analysis was conducted on the collected data with CONQUEST 2.0. Results: The results showed that: (1) item-fit was between 0.5 and 1.5 for all items except one; (2) Rasch person reliabilities in the 6 dimensions ranged from 0.72 to 0.86 and item reliabilities was 1.00; (3) the effect size of the respondents’ status (teacher or student) in the 6 dimensions ranged from 0.32 to 0.64. Conclusions: In this study, there are moderate differences between the students and teachers in the perception on the source of feedback, the effectiveness of feedback and the function of feedback. On the other hand, there are little differences among the two types of respondents in the perception on the goodness of feedback, the focus/target of feedback and the expectation of feedback.

Paper presented at The Pacific Rim Objective Measurement Society Conference (PROMS 2012), Jiaxing University, Jiaxing, China.

• English

Conference Papers

https://bibliography.lib.eduhk.hk/en/bibs/b5fd97c9

2017-05-02