This small-scale study aimed to explore how the reporting and feedback system in an inviting school in Hong Kong attempts to facilitate students' learning and development. In particular, the study examined how students in an inviting setting felt about the reporting system in relation to their own learning and development. Any associations between feedback given to students and their subsequent development of greater self-regulation were considered. Data were generated from individual and focus group interviews with a small sample of Grade 7 and Grade 10 students. The results revealed four key aspects of the school context that students regarded as helpful to facilitate the function of the reporting system. The potential relationship between feedback and reflection, and the roles these play in the acquisition of self-regulation in students, are discussed.
[Copyright of Pastoral Care in Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02643944.2012.671344]