What is it about?
This paper presents the findings of a phenomenographic study involving 15 teachers in Singapore schools that explored their qualitatively different ways of experiencing assessment feedback. Drawing on the variation theory perspective, the analysis of interview data resulted in five teachers’ conceptions of assessment feedback that shed light on the non-static nature of feedback engagement.
Featured Image
Photo by Akson on Unsplash
Why is it important?
These conceptions represent the variation in teachers’ qualitatively different ways of experiencing assessment feedback, and ranged from feedback as inspection of students (emphasizing mistakes) to feedback as introspection for students (emphasizing reflection on feedback). The findings show the potential that teachers can aspire to move from level to level, depending on contexts and students.
Perspectives
Implications for developing teacher assessment literacy are discussed to assist teachers in reviewing their conceptions of assessment feedback beliefs and enhancing assessment feedback practices beyond improving academic learning.
Dr Rachel Goh
English Language Institute of Singapore
Read the Original
This page is a summary of: Teachers’ Qualitatively Different Ways of Experiencing Assessment Feedback: Implications for Teacher Assessment Literacy, Chinese Journal of Applied Linguistics, June 2023, De Gruyter,
DOI: 10.1515/cjal-2023-0207.
You can read the full text:
Contributors
The following have contributed to this page
