Functional significance of feedback in learning

Functional significance of feedback in learning

AARE 2005 International Education Research Conference: UWS Parramatta: Papers collection

• Berry, Rita Dept. of Curriculum and Instruction, Hong Kong Institute of Education

• Jeffrey, P. L.

Melbourne

Australian Association for Research in Education

2006

Australian Association for Research in Education (AARE). Conference (2005: Parramatta NSW)

• F 教與學
  • FA 一般教學方法、各種施教方法
• C 教學心理學

Feedback Learning Student Assessment Student Motivation Interviews Observation Questionnaires Teachers Hong Kong

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

This paper reports on, and presents the findings from, an investigation into feedback as a means of formative assessment. Feedback is important to learning because it gives us information about the results or consequences of what teachers do and what learners have achieved or have not achieved. It is as crucial in teaching and learning as in any other activity, forming part of the cycle of teaching and learning. However, general feedback such as 'Good work!' 'Effort shown!', or drawing a smiling face, though holding the acknowledgement effect, is not informative enough to help students advance their learning. This poses a question "What sort of feedback has functional significance in learning?"
The investigation collected data from school teachers through three different phases, namely, questionnaire survey, teacher interviews, and lesson observation. The first phase asked approximately one thousand school teachers to give their views on feedback in a questionnaire survey. Data analysis showed that four particular aspects about feedback were regarded as more significant than others. The second phase and the third phases, which involved a further 94 teachers and 27 teachers respectively, revealed that feedback could take many forms and the quality of feedback could vary tremendously.
[Copyright of Australian Association for Research in Education (AARE) at http://www.aare.edu.au]

• 英文

會議論文

• 13249320 (CD ROM)
• 13249339 (eISSN)

https://bibliography.lib.eduhk.hk/tc/bibs/4253454e

2010-11-25