Exploring students' perception of and reaction to feedback in school-based assessment

Exploring students' perception of and reaction to feedback in school-based assessment

• Tong, Siu Yin Annie The Hong Kong Institute of Education

Malaysian Journal of ELT Research, 7(2), 104-147, 2011

Malaysian English Language Teaching Association (MELTA)

2011

• N 學生與學生服務
  • NC 學生特徵和境況；學生意見與態度、學生適應問題
• L 教育測量及評鑑
  • LC 學業成績測量

School-based Assessment Students' Perception Assessment Feedback Reactions to Feedback

• Hong Kong

• 1997.7 onwards

• 中學教育

School-based Assessment (SBA) in English Language is a new core component recently included in the Hong Kong university entrance public examination. It goes together with the promotion of an assessment for learning culture, in which enhancing students' learning is the major concern. This initiative marks an important and ambitious change in examination policy and school practice. Besides its assessment function, feedback forms a prominent tool in facilitating student progress in learning. It is important to understand students' perspectives towards feedback as students' ability to learn from feedback relates to their capacity to make sense of and apply feedback to further their learning. This study looks at students' perceptions of feedback in SBA and whether students react to feedback as a means to 'feed-forward'. The data were gathered from forty-five Form 5 (Grade 11) students in 3 schools through student focus groups and semi-structured interview with teachers. Findings suggest that students did not react in the same way to assessment feedback. Not all students had the strategies to effectively collect, organize and use feedback. The findings suggest that it is through mutual construction of achievement and improvement that students can become active participants in the process of classroom assessment and feedback.
[Copyright © Malaysian English Language Teaching Association (MELTA)].

• 英文

期刊論文

• 15118002

https://bibliography.lib.eduhk.hk/tc/bibs/74cff322

2015-12-14