LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Engelsen, Knut; Smith, Kari (2010)
Publisher: Education Inquiry
Journal: Education Inquiry
Languages: English
Types: Article
Subjects: assessment, feedback, feed-forward, self-regulation, professional development
Both national and international evaluation studies have criticised Norwegian teachers for not being sufficiently specific and learning-oriented in their feedback practice. The feedback is largely characterised by general comments such as “Excellent” and “Good work”, and less by feed-forwardoriented messages informing students about what to do to improve their learning. In this paper we examine teachers’ feedback practice as part of a 3-year research and development project in two Norwegian primary schools. The students involved cover ages 9 to 12. Through the study we have aimed to develop a deeper understanding of how assessment practices among teachers are developed during practice and in dialogue with theory and research evidence, with a particular emphasis on how the teachers differentiated their teaching in relation to students with different abilities. The findings suggest that the teachers provide little and vague learning promoting to low-achieving students. It appears that these students most often receive feedback that is meant to strengthen their self-efficacy, rather than informative learning-oriented, feed-forward comments. A key question seems to be how to help those students in order to empower them as self-regulated learners.Keywords: assessment, feedback, feed-forward, self-regulation, professional development(Published: 1 December 2010)Citation: Education Inquiry Vol. 1, No. 4, December 2010, pp.415–431
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Atkinson, J. W. (1974) A Theory of Achievement Motivation. Huntington, N.Y.: Krieger.
    • Bandura, A. (1986) Social Foundation of Thought and Action. A Social Cognitive Theory. N.J.: Prentice Hall.
    • Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004) Working Inside the Black Box: Assessment for Learning in the Classroom. (Cover story). Phi Delta Kappan, 86(1), 9.
    • Black, P., & Wiliam, D. (1998) Assessment and classroom learning. Assessment in Education, 5(1), 7-73.
    • Black, P., & Wiliam, D. (2009) Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31.
    • Coffield, F., Ecclestone, K., Hall, E., & Moseley, D. (2004) Learning styles and pedagogy in post16 learning. UK: Learning and Skills Development Agency.
    • Creswell, J. (1998) Qualitative Inquiry and Research Design; Choosing Among Five Traditions. London, New Delhi, Thousand Oaks: Sage Publications.
    • Frieze, I. H. (1980) Beliefs about Success and Failure in the Classroom. In J. H. McMillam (ed.), The Social Psychology of School Learning (pp. 39-78). New York: Academic Press.
    • Grønmo, L. S., Bergem, O. K., Kjaernsli, M., Lie, S., & Turmo, A. (2004) Hva i all verden har skjedd i realfagene? Norske elevers prestasjoner i matematikk og naturfag i TIMSS 2003. [What in the world has happened with the scientific subjects? Norwegian students' performences in Maths and Science - TIMSS 2003.]. Oslo: Institutt for laererutdanning og skoleutvikling, Universitetet i Oslo.
    • Hattie, J. (2003) Teachers make a difference. What is the research evidence? Paper presented at the conference Australian Council for Educational Research, Oct. 2003.
    • Hattie, J. (2009) Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
    • Hattie, J., & Timperley, H. (2007) The Power of Feedback. Review of Educational Research, 77(1), 81-112.
    • Haug, P. (2003) Evaluering av Reform 97 [The evaluation of Reform 97]: Norges Forskningsråd.
    • Klette, K. (ed.) (2003) Klasserommets praksisformer etter Reform 97 [The practice in classrooms following the Reform 97]. Oslo: Pedagogisk forskningsinstitutt.
    • Mansell, W., & James, M. (2009) Assessment in schools - Fit for purpose? Assessment Reform Group.
    • OECD. (2005) Equity in education. Thematic review. http://www.oecd.org/document/3/0,2340 ,en_2649_34531_36296195_1_1_1_1,00.html
    • Postholm, M. B. (2005) Kvalitativ metode: en innføring med fokus på fenomenologi, etnografi og kasusstudier [Qualitative methods: an introductuion with focus on phenomenology, ethnography and case studies.]. Oslo: Universitetsforlaget.
    • Shute, V. J. (2008) Focus on formative feedback. Review of Educational Research, 78(153), 153-188.
    • Smith, K. (2009) Vurdering i et dialogperspektiv [Assessment in a dialogic perspective]. In J. Frost (Ed.), Evaluering - i et dialogisk perspektiv (pp. 19-33). Oslo: Cappelen Akademiske Forlag.
    • Stortingsmelding-11. (2008-2009) Laereren. Rollen og utdanningen [White paper 11/(2008-2009). The teacher. The teacher role and teacher education]. Oslo: Ministry of Education and Research.
    • Weiner, B. (2000) Interpersonal and intrapersonal theories of motivation from an attributional perspective. Educational Psychology Review, 12, 1-14.
    • Yin, R. K. (1994) Case study research: design and methods. Thousand Oaks, Calif.: Sage.
  • No related research data.
  • Discovered through pilot similarity algorithms. Send us your feedback.

Share - Bookmark

Cite this article

Collected from