Teacher and student perceptions of feedback interactions

Year: 2016

Author: Adie, Lenore, Cumming, Joy, Van der Kleij, Fabienne

Type of paper: Abstract refereed

Abstract:
Feedback has been identified as a key pedagogic skill to progress student learning. However, research has also shown that feedback can have a limited or even a negative effect on student learning. These conflicting findings position students’ responses to feedback and how, or whether, they choose to engage with it, as an important area of research to contribute to our understanding of the feedback process. While the role of the student in the feedback process has been advocated as vital, there has been minimal investigation into student perceptions of feedback, and the value they place on this feedback to their learning. Feedback research has mainly focused on aspects of the feedback message between a sender and receiver, with little consideration of the positioning of students in this process. Feedback will not impact on student learning if students do not engage with it. Lack of engagement occurs when a student does not understand feedback, does not have time or opportunity to use it, or is not willing or able to use it, resulting in frustration rather than learning. One identified critical feature of feedback is for students to be able to recognise their own strengths and weaknesses, and to use this information to self-regulate their behaviours to affect their learning. Understanding students’ interpretation of feedback and how or whether this aligns with teachers’ understanding of their feedback requires investigation. In this presentation we report on a project that utilised GoPro and IPad technologies to record teacher/student interaction (6 teachers and 6 students) during the feedback process, and further to collect video-stimulated recall of this interaction with the teacher and with the student. The feedback interactions and the teachers’ and students’ individual perceptions of points of significance during this interaction are the focus. The videoed feedback sessions acted as a means for reflective and reflexive action by the teachers and the students on their feedback interaction and on their learning. For the teachers this included learning about their practice as well as learning about the student. For the students this involved potentially learning about their strengths and areas for improvement, and goal setting. It also provided an opportunity for them to voice their opinions. In this we look to identify areas of possibility where negotiation and co-construction may be opened up, and feedback may begin to be understood as a dialogic process.

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