Abstract Despite the longstanding recognition of the power of feedback to enhance student learning outcomes, its potential is often not realised in classroom practice. Recent research highlights the need for a student-centred perspective to enable effective feedback practices that foster student self-regulation. Based on an identified gap in the literature, a new empirically-informed student-centred feedback model (SCFM) was designed. This study, contextualised in English writing, investigated to what extent a professional learning intervention using the SCFM was perceived as effective in promoting student-centred classroom feedback practices. Focus group interview data from 49 teachers and 30 school leaders across 13 Australian primary schools were thematically analysed. Results suggest the intervention caused shifts in thinking, feedback practices, and student self-regulation, which participants perceived had enhanced student learning outcomes. This study provides initial empirical evidence regarding (1) the effectiveness of the SCFM, and (2) the professional learning intervention characteristics required to realise effective feedback practices.

中文翻译：

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从修复工作到改进学习者：使用新的以学生为中心的反馈模型对专业学习干预的初步评估

摘要 尽管长期以来人们认识到反馈对提高学生学习成果的力量，但它的潜力在课堂实践中往往没有实现。最近的研究强调需要以学生为中心的视角来实现有效的反馈实践，从而促进学生的自我调节。基于文献中确定的差距，设计了一种新的以经验为基础的以学生为中心的反馈模型 (SCFM)。这项以英语写作为背景的研究调查了使用 SCFM 的专业学习干预在多大程度上被认为在促进以学生为中心的课堂反馈实践方面是有效的。对来自澳大利亚 13 所小学的 49 名教师和 30 名学校领导的焦点小组访谈数据进行了专题分析。结果表明干预引起了思维的转变，反馈实践和学生自我调节，参与者认为这提高了学生的学习成果。本研究提供了关于 (1) SCFM 的有效性和 (2) 实现有效反馈实践所需的专业学习干预特征的初步经验证据。