Abstract

This article reports on a qualitative study investigating how perceptions of feedback and feedback practice developed over the course of a seven-month development project with students and teachers in ten lower secondary schools. The aim of the study was to contribute to the knowledge about how a development project with teachers can contribute to changes in perceptions and in the practice of formative feedback. The data are based on interviews with students and teachers before and after the development project, and the project builds on Hattie and Timperley’s feedback model (2007). The findings reveal changes in perceptions and in the use of feedback in learning processes. It is less evident whether clarifying aims and criteria together with the students, provided opportunities for the students to use feedback as a basis for further learning. Formative assessment practice has been implemented to some extent in the schools, and it is essential to strengthen teachers’ feedback practice to enhance student learning.

摘要

本文报道了一项定性研究，该研究调查了在为期七个月的发展项目中，十所初中的学生和教师如何发展对反馈和反馈实践的看法。该研究的目的是帮助了解与教师一起开展的发展项目如何有助于改变观念和形成性反馈的实践。数据基于开发项目前后对学生和教师的采访，该项目基于 Hattie 和 Timperley 的反馈模型（2007 年）。研究结果揭示了认知和学习过程中反馈使用的变化。与学生一起明确目标和标准是否为学生提供了将反馈用作进一步学习的基础的机会不太明显。