Teacher feedback and its significance: An investigation into student and teacher perceptions in a secondary school in the south west of England
Cardiff Metropolitan University
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Feedback in Education and how it can be used to enhance student attainment is and has been a large area of study for a considerable length of time. However, the bulk of previous research has been centered on Higher Education and has largely focused on the domain of written feedback. Consequently, there has been a glaring gap in the research into Secondary School students and their perceptions of Teacher Feedback and thus, what is effective feedback for students at this stage of learning and how can it be enhanced. The primary objective of this study was to gain an insight into secondary school students’ and teachers’ perceptions of Teacher Feedback, specifically written and verbal feedback, and the processes surrounding its delivery and implementation at School X. Within the main focus of the research, data was also gathered on the effectiveness of School X’s latest marking, assessment and feedback initiative known as the ‘Purple Pen’ and how this feeds into the feedback process. The current research project utilised a case study design and implemented a mixed methods approach whereby quantitative and qualitative data was gathered through the use of questionnaire surveys and informal conversational interviews involving students at Key Stage 3, 4 and 5. Key findings revealed that students through all secondary ages value and acknowledge both forms of feedback as highly useful, however cited written feedback needs to be more instructive whilst greater frequency of personalised verbal feedback is ideally required. Verbal Teacher feedback was shown to decline through the older years of school. Further findings revealed that teachers acknowledge the need to, and importance of, consistently building more student self-review time into lessons and listening to student voice, whilst both students and teachers felt positively towards the use and effectiveness of the purple pen initiative, attributing this to its use as an easily identifiable corrective and revision tool.
MA Education - Dissertation
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