TEACHER FEEDBACK 41 CHAPTER 5 CONCLUSION Introduction This chapter is a succinct summary of the first four chapters which includes the purpose of the study, review of the literature, methods, results, discussion of the findings, conclusion, limitation and implications of the study on the student perceptions and preferences of teacher feedback and its impact on academic performance. Purpose of the study The purpose of the study was to determine how teacher feedback related to academic performance. The research questions are: 1. What are the reported methods of teacher feedback? This question is aimed to determine how teachers give feedback to grades 9-12 students. 2. What are the feedback perceptions of students? This question seeks to discover the perceived importance of the feedback grades 9-12 students receive. 3. What are the student preferences for teacher feedback? This question endeavors to find out what and how the students prefer to receive feedback. 4. To what extent are cumulative grade point averages (CGPA) related to student performances and perceived value of teacher feedback?
TEACHER FEEDBACK 42 This question is aimed to find out the relationship of teacher feedback to CGPA. Summary of Literature Review Learning does not take place without feedback. Feedback comes in different forms either oral or verbal and written which can be given to individual students or to the whole class. For optimum learning results, feedback should be appropriate, relevant and meaningful. It has to be designed in a way that motivates students to do something about it. Effective feedback answers the questions, where is the student going? how is the student going? and where to next? Feedback can be about the tasks and processes which aims to motivate students to learn. While feedback on self-regulation is about guiding students to monitor their learning. Feedback is not what the teacher thinks would help the student. But it is that which addresses the need of the student. Perception of feedback depends on the quality of feedback and on the agent, who provides it. Students respond to feedback when they see it helpful, specific or if the teacher who gives it is perceived as credible. There is feedback that motivates students to learn and that which promotes self-regulation. The former, answers the questions where is the student going? and how is the student going? While the latter, answers the question where to next? The impact of teacher feedback depends on how the students perceive its usefulness. Students prefer feedback that is relevant to their goals and engaging. Preferences of feedback can either be feedback that encourages surface learning or deep learning. Surface learning is usually feedback about tasks. In contrast, deep learning is feedback about the process and self-regulation. Students prefer feedback that is aimed and customized for authentic learning.
TEACHER FEEDBACK 43 When students receive the feedback, they need it in a clear and timely manner which crucial to their learning. Feedback should be aligned to students’ needs. Suffice to say, quality teaching needs to be coupled with effective feedback that is perceived as helpful, useful, and given in the manner students prefer. Methods A group of 78 high school students from grades at an international school answered a paper and pencil survey questionnaire on the methods of teacher feedback, perceived value of teacher feedback and preference for teacher feedback. An expert opinion was used to determine how the questionnaire would be used in this study. Descriptive Analysis was used to determine the reliability of the independent variables: perceptions of feedback and preferences for feedback. Inferential Analysis was used to investigate the relationship between variables, and multiple regression was calculated to determine the best predictor of the CGPA. Results and Discussion The major findings for each research questions are presented below: 1. What are the reported methods of teacher feedback? This question was designed to determine how teachers gave feedback to students in grades 9-12 students. The results of this study show 35% of students reported receiving no feedback 75% of the time. Thirty-two percent reported receiving grades 75% of the time. Thirty percent of the students reported receiving individual written comments 75% of the time while 30% of the students reported receiving individual written comments 50% of the time. Thirty-nine percent of the students reported receiving group verbal feedback 50% of the time. Thirty-one percent of the students reported receiving group
TEACHER FEEDBACK 44 written comments 50% of the time. Thirty-two percent of the students reported receiving individual verbal feedback 50% of the time. Several factors may have affected these results including differing perceptions and preferences of students on the types of feedback, the quantity or quality of the comments, and time it took for essays or projects to be marked and returned to them. It appears that teachers may not have the time to comment on some classwork. There are several factors that could influence this data. Firstly, group feedback is one way of providing feedback that does not require a lot of time for teachers outside of class time and it is convenient (Hennessy & Forrester, 2014). The downside to it though is that since it is not written down, it could be misunderstood or forgotten easily. This could be the reason for not giving frequent individual feedback. Secondly, it appears that AIMS teachers use group work often. The researcher believes that if a teacher uses a rubric for group work, the marked rubric can serve as the feedback and it would not require a different set of group written comments. 2. What are the feedback perceptions of students? This question was designed to discover the importance of the teacher feedback for the students in grades 9-12 in this study. 86% of students reported that they received feedback that tells them what they need to do to improve their performance in a subject and tells them what the expectations of the teachers are The data shows that students value feedback that specifically points out what needs to done to improve performance. It appears that students are focused on improving their performance. Although, this feedback is important, the researcher believes that it is appropriate only for students who are trying new things. The researcher believes that students who are able to monitor their own learning will not
TEACHER FEEDBACK 45 depend solely on teacher feedback. As Hattie (2012) puts it, “novices mostly need task feedback; those who are somewhat proficient mostly need process feedback, and competent students mostly need regulation or conceptual feedback.” Another form of feedback that the students value is that which shows the teachers’ expectations. It seems that students are concerned about reaching the goals set by the teacher. In general, the students expect to receive feedback from their teachers but a third of the respondents reported that absence of feedback does not mean that teachers disrespect them. They know that teachers have a lot of workload. 74% of students reported that they received feedback is relevant to the purpose of the assignment. •70% of students reported that teaching staff were always willing to provide feedback. The data shows that students value feedback that is relevant to the purpose of the assignment. This could be due to the focus of the students, which appears to be how to improve performance. Although, the researcher believes that feedback can extend to assisting students to set goals for their learning, build strategies how to reach these goals, and to execute these strategies. The data also shows that teaching staff were always willing to provide feedback but only a quarter of the students reported that staff were active in providing it. The possible reasons could be that teachers are willing to give feedback but they may not necessarily have the time and energy to provide feedback. Further, teachers may have always provided feedback but only to students who came and asked for it. 3. What are the student preferences for teacher feedback? This question was designed to find out what and how the students prefer to receive feedback.
TEACHER FEEDBACK 46 Feedback for surface learning 91% of students preferred teacher feedback focuses on the errors they make Ninety-one percent of students reported their preference for corrective feedback by selecting agree and strongly agree. This could mean that students think that learning means getting the right answers or this could be the only available feedback they receive instead of feedback about their task, process and self-regulation as proposed by Hattie (2012). 88.4% of students preferred specific feedback on the right and wrong answers on the assignment. Additionally, 88% of these students preferred their teachers to point out what they got right or wrong in their assignment. Although, receiving this type of feedback does not really help (Fazio, Huelser, Johnson, & Marsh, 2010). This result could be so because knowing the right and wrong answers is convenient and does not require critical thinking. Alternatively, perhaps this is due to the focus of their teachers on having the right answers. 87.2% of students preferred when teachers post sample answers on Schoology. Surprisingly, students recognized that not only positive feedback is useful to their learning. It appears that positive feedback, although it could give encouragement, may not have facilitated and guided the students towards their learning goals. For feedback to be helpful, it should provide guidance, identify what the teachers want and provide meaning to the task (Orsmond & Merry, 2011). In this study, the researcher proposed that any feedback that results in students’ action, impacts learning including what could be termed as negative feedback. Students did not find teachers’ written comments helpful because they were often difficult to read and poorly explained (Nicol, 2009). It seems that AIMS teachers tried to provide feedback as much as possible, however, perhaps due to the
TEACHER FEEDBACK 47 number of assignments they had to provide feedback for, their explanations were not clear. When feedback is not clear and not well explained, students miss the real purpose of feedback, which is to facilitate learning. Students did not like it when teachers just gave them the answers. This response appears to indicate that students like feedback that requires critical thinking. This preference seems to also indicate that students need feedback about the process of their learning and how they can regulate their learning. Harks, Rakoczy, Hattie, Besser, & Klieme, 2014) state that “process-oriented feedback was perceived as more useful than grade-oriented feedback and that feedback’s perceived usefulness had a positive effect on changes in achievement”. Finally, students did not like it when teachers encouraged questions in lectures because they felt it wasted time. This may be because the questions can be easily found in the textbook, or the time is just spent on the teacher asking a question and the students provide the answers on a previous assignment. The researcher believes that critical thinking questions, even though they take time to answer, is beneficial for students. However, if the students are made to expect the teacher has to cover the textbook/s, then it could feel like asking questions can be a waste of time. Feedback for deep learning. •91% of students preferred discussing the subject with the teacher The researcher believes that when students are able to ask questions, which they may not have had the chance to ask in class and get immediate feedback, their learning becomes meaningful. 83.4% of students preferred individual feedback Individual feedback is customized feedback so it caters to the specific needs of the students.
TEACHER FEEDBACK 48 64.1% of students either strong agreed or agreed they preferred feedback that guides them to work out the answers themselves. It appears that students liked to be handed the answers. The researcher believes that this could be due to the practice at AIMS where teachers initiate the completion of missed work instead of students trying to satisfy missing requirements. As a result, students become passive with their learning. Over time, these high school students who have attended AIMS most of their school life have developed the habit of not wanting to discover answers for themselves. 73.1 of students preferred participating in classroom discussion Another type of feedback, which is least preferred with seventy-three percent agreement is participating in classroom discussion. It appears that students do not receive feedback that supports learning when they participate in classroom discussion. This could mean that the discussions are not engaging, relevant or challenging. Additionally, students may have a different perspective about meaningful classroom discussion. 4. To what extent did student preferences of teacher feedback have on CGPA? This question was designed to find out the relationship between teacher feedback and CGPA. A multiple regression analysis was run to test the hypothesis that teacher feedback affects the CGPA. The findings do not support the implied hypothesis that teacher feedback impacts academic performance. A significant regression equation was found (F(4,73)=1.93, p=.115), with an R2 of .096. Participants’ predicted CGPA is equal to -.262 + .591 (teacher feedback) grades when teacher feedback is designed for surface learning. Participants’ CGPA increased .591 for each surface learning teacher feedback.
TEACHER FEEDBACK 49 Conclusion The findings in this study are different from the meta-analysis of Hattie (2012) and Baliram & Youde, (2018) who found that feedback positively influences achievement. Another study found that content-specific feedback affects achievement (Baliram & Ellis, 2019) to which this study yielded a dissimilar result. The discrepancy can be largely due to the differences of settings, measurements used in the study, the research design, population and the sample size. However, there is a study that has slightly similar results. A study by Núñez, Suárez, Rosário, Vallejo, Cerezo, and Valle, (2015) found a nonsignificant association between the feedback given on the homework and students’ academic achievement. Perhaps in this study, a standardized test was used instead of CGPA or the survey could have been directed to a particular subject, it would have yielded a different result. In this study, it was found that teacher feedback has a weak relationship to academic performance. There are other contributing factors to academic performance and these can be studied in the future to explore the factor that best indicate achievement. Although, this study has slightly different findings, this study is valuable because can be used as a reference for future studies. Limitation This study covered all the teacher feedback as a general practice for the entire high school. Therefore, the findings cannot be directed to specific groups. Due to its unique characteristics, this study cannot be generalized. It would be interesting to find out the teacher feedback patterns by departments or subjects. This study did not look into the benefits of peer feedback. This could be a topic for future research. Implication
TEACHER FEEDBACK 50 For Theory and Practice This study showed that students perceive the usefulness or relevance of teacher feedback depending on the credibility of the teacher. Also, students prefer certain feedback than others. Teachers can endeavor to be the person whom the students see as caring and trustworthy. Besides, a teacher can show students they are valued by actually trying to find out what they (students) perceive as helpful feedback as well as their feedback preferences for optimum learning. The teaching profession is encouraged to use data-driven initiatives. The researcher believes this can be one of those initiatives. Administrators can support teachers in their effort to give effective feedback by providing opportunities to study, practice and implement researchedbased teacher feedback. Although feedback is believed to play a major role in learning, there are a number of factors that contribute to academic performance. Those who are interested to study feedback and its role in academic performance should consider other contributing factors as well such as teacher factor, student factor, and the environmental factor. For Future Research For feedback to be truly beneficial to a certain school, the researcher suggests a preliminary qualitative study be conducted then use those findings to draft the survey questionnaire. By then, the findings will truly be a representation of the setting of the respondents. It will be interesting to find out through an experiment what types of feedback are actually related to academic performance by directing the survey to a certain group of students. The findings can then be incorporated in a performance evaluation for teachers in that department
TEACHER FEEDBACK 51 REFERENCES LIST Abedini, F., & Shahnazari, M. (2016). The Role of Oral Corrective Feedback Types in the Acquisition of the Grammatical Structures. International Journal of English Linguistics, 6(3), 127. Alacapinar, F. G. (2016). What Are the Affectionate Reactions of Students to Activities by Faculty Members during Courses? Eurasian Journal Of Educational Research, (64), 213-230. Alhaysony, M. (2016). Saudi EFL Preparatory Year Students' Perception about Corrective Feedback in Oral Communication. English Language Teaching, 9(12), 47-61. Amiri, M. (2016). Types of Errors and Corrective Feedback used among Iranian EFL learners of elementary and advanced levels: a comparative study. International Journal of Humanities and Cultural Studies, 2(4). ISSN 2356-5926 Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of educational objectives (Complete ed.). New York: Longman. Astuti, S. P. (2016). Exploring Motivational Strategies of Successful Teachers. TEFLIN Journal: A Publication On The Teaching And Learning Of English, 27(1), 1-22. Ates, S. (2013). The effect of repeated reading exercises with performance-based feedback on fluent reading skills. Reading Improvement, 50(4), 158-165.
TEACHER FEEDBACK 52 Atmaca, Ç. (2016). Contrasting Perceptions of Students and Teachers: Written Corrective Feedback. Journal Of Language And Linguistic Studies, 12(2), 166-182. Azad, M. K. (2016). Bangladeshi EFL Learners' Perceptions and Preferences for Oral Corrective Feedback. ASA University Review, 10(2), 75-84. Baadte, C., & Schnotz, W. (2014). Feedback Effects on Performance, Motivation and Mood: Are They Moderated by the Learner’s Self-Concept? Scandinavian Journal of Educational Research, 58(5), 570–591. Retrieved from https://doi.org/10.1080/00313831.2013.781059 Baliram, N., & Ellis, A. K. (2019). The impact of metacognitive practice and teacher feedback on academic achievement in mathematics. School Science & Mathematics, 119(2), 94–104. Retrieved from https://doi.org/10.1111/ssm.12317 Baliram, N. S. & Youde, J. J. [2018]. A meta-analytic Synthesis: examining the academic impacts on student achievement. International Dialogues on Education: Past and Present IDE – Online Journal, 5(2). ISSN 2198-5944 Retrieved from http://www.ide-journal.org/article/2018-volume-5-number-2- a-meta-analytic-synthesis-examining-the-academic-impacts-of-feedback-onstudent-achievement/ Biber, D., Nekrasova, T., & Horn, B. (2011). The Effectiveness of Feedback for L1‐ English and L2‐Writing Development: A Meta‐Analysis. ETS Research Report Series, 2011(1), i-99. Blair, A., & McGinty, S. (2013). Feedback-dialogues: exploring the student perspective. Assessment & Evaluation in Higher Education, 38(4), 466–476. Retrieved from https://doi.org/10.1080/02602938.2011.649244
TEACHER FEEDBACK 53 Brookhart, S.M. (2008) How to give effective feedback to your students /Alexandria, Va. : Association for Supervision and Curriculum Development, Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219–233. Retrieved from https://doi.org/10.1080/03075070600572132 Carvalho, C., Santos, J., Conboy, J., & Martins, D. (2014). Teachers’ Feedback: Exploring Differences in Students’ Perceptions. Procedia-Social and Behavioral Sciences, 159, 169-173. Cerna, M. A., & Pavliushchenko, K. (2015). Influence of Study Habits on Academic Performance of International College Students in Shanghai. Higher Education Studies, 5(4), 42-55. Chalmers, C., Mowat, E., & Chapman, M. (2018). Marking and Providing Feedback Face-to-Face: Staff and Student Perspectives. Active Learning In Higher Education, 19(1), 35-45. Chang, K. C. (2016). Exploring Teaching/Learning Activities for Sight Translation: Effectiveness from Students' Perspectives. Taiwan Journal Of TESOL, 13(2), 71-98. Chokwe, J. M. (2015). Students' and Tutors' Perceptions of Feedback on Academic Essays in an Open and Distance Learning Context. Open Praxis, 7(1), 39-56. Crimmins, G., Nash, G., Oprescu, F., Liebergreen, M., Turley, J., Bond, R., & Dayton, J. (2016). A Written, Reflective and Dialogic Strategy for Assessment Feedback That Can Enhance Student/Teacher Relationships. Assessment & Evaluation In Higher Education, 41(1), 141-153.
TEACHER FEEDBACK 54 DeLuca, C., Chapman-Chin, A. A., LaPointe-McEwan, D., & Klinger, D. A. (2018). Student perspectives on assessment for learning. Curriculum Journal, 29(1), 77-94. doi:10.1080/09585176.2017.1401550 Dowden, T., Pittaway, S., Yost, H., & McCarthy, R. (2013). Students’ perceptions of written feedback in teacher education: ideally feedback is a continuing twoway communication that encourages progress. Assessment & Evaluation in Higher Education, 38(3), 349–362. Retrieved from https://doi.org/10.1080/02602938.2011.632676 Ellis, N. J., & Loughland, T. (2017). "Where to Next?" Examining Feedback Received by Teacher Education Students. Issues In Educational Research, 27(1), 51-63. Farahani, A. A., & Salajegheh, S. (2015). Iranian EFL Teachers’ and Learners’ Perspectives of Oral Error Correction: Does the Timeline of Correction Matter? Latin American Journal of Content and Language Integrated Learning, 8(2), 184–211. Retrieved from http://search.ebscohost.com/ login.aspx?direct=true&db=eric&AN= EJ1132153&site=ehost-live Farshi, S. S., & Safa, S. K. (2015). The Effect of Two Types of Corrective Feedback on EFL Learners' Writing Skill. Advances In Language And Literary Studies, 6(1), 26-30. Fazio, L., Huelser, B., Johnson, A., & Marsh, E. (2010). Receiving right/wrong feedback: Consequences for learning. Memory, 18(3), 335–350. Retrieved from https://doi.org/10.1080/09658211003652491 Fisher, D., Frey, N., & Hattie, J. (2017). Teaching literacy in the visible learning classroom: K-5 classroom companion to Visible learning for literacy. Corwin Literacy.
TEACHER FEEDBACK 55 Fyfe, E. R., & Rittle-Johnson, B. (2015). The Timing of Feedback on Mathematics Problem Solving in a Classroom Setting. Society for Research on Educational Effectiveness. Godinez, E., & Leslie, B. B. (2015). Army Civilian Leadership Development: SelfEfficacy, Choice, and Learning Transfer. Adult Learning, 26(3), 93-100. Grigoryan, T. (2018). Investigating Digital Native Female Learners' Attitudes towards Paperless Language Learning. Research In Learning Technology, 26 Hattie, J. (2012). Know Thy IMPACT. Educational Leadership, 70(1), 18–23. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN= 82055857&site=ehost-live Harks, B., Rakoczy, K., Hattie, J., Besser, M., & Klieme, E. (2014). The effects of feedback on achievement, interest and self-evaluation: the role of feedback’s perceived usefulness. Educational Psychology, 34(3), 269–290. Retrieved from https://doi.org/10.1080/01443410.2013.785384 Hennessy, C., & Forrester, G. (2014). Developing a framework for effective audio feedback: a case study. Assessment & Evaluation in Higher Education, 39(7), 777–789. Retrieved from https://doi.org/10.1080/02602938.2013.870530 Havnes, A., Smith, K., Dysthe, O., & Ludvigsen, K. (2012). Formative assessment and feedback: Making learning visible. Studies in Educational Evaluation, 38, 21-27 Johnson, G. M., & Cooke, A. (2016). Self-Regulation of Learning and Preference for Written versus Audio-Recorded Feedback by Distance Education Students. Distance Education, 37(1), 107-120.
TEACHER FEEDBACK 56 Karlsen, K. H. (2017). The Value of Oral Feedback in the Context of Capstone Projects in Design Education. Design and Technology Education, 22(3), Kerr, K. (2017). Exploring student perceptions of verbal feedback. Research Papers In Education, 32(4), 444-462. doi:10.1080/02671522.2017.1319589 Khah, Y. A., & Farahian, M. (2016). A Comparative Study of the Impact of Metalinguistic Feedback and Explicit Correction on the Writing Performance of Iranian EFL Learners. Journal of Studies in Education, 6(2), 132-143. Klein, V., Fukawa-Connelly, T., & Silverman, J. (2016). Improving Feedback through Online Professional Development. Mathematics Teacher, 110(5), 352-358. Knauf, H. (2016). Reading, Listening and Feeling: Audio Feedback as a Component of an Inclusive Learning Culture at Universities. Assessment & Evaluation In Higher Education, 41(3), 442-449. Li, N., Cao, Y., & Mok, I. A. C. (2016). A Framework for Teacher Verbal Feedback: Lessons from Chinese Mathematics Classrooms. EURASIA Journal of Mathematics, Science & Technology Education, 12(9), 2465–2480. Retrieved from http://search.ebscohost. com/login.aspx?direct=true&db=eric& AN=EJ1107198&site=ehost-live Lyster, R., & Ranta, L. (2013). Counterpoint Piece: The Case for Variety in Corrective Feedback Research. Studies in Second Language Acquisition, 35(1), 167–184. Retrieved from http://search.ebscohost.com/ login.aspx?direct=true&db= eric&AN=EJ1004647&site=ehost-live MacLellan, E. (2001). Assessment for Learning: the differing perceptions of tutors and students. Assessment & Evaluation in Higher Education, 26(4), 307–318. Retrieved from https://doi.org/10.1080/02602930120063466
TEACHER FEEDBACK 57 McCann, M. (2017). Constructive Alignment in Economics Teaching: A Reflection on Effective Implementation. Teaching in Higher Education, 22(3), 336–348. Retrieved from http://search.ebscohost.com/login.aspx?direct= true&db=eric&AN= EJ1130452&site=ehost-live Miller, P. C., & Pan, W. (2016). The Effectiveness of Explicit Corrective Feedback in the Second Language Classroom. Journal of Second Language Teaching & Research, 4(1), 130-153. Mitchell, B. S., Hirn, R. G., & Lewis, T. J. (2017). Enhancing Effective Classroom Management in Schools: Structures for Changing Teacher Behavior. Teacher Education And Special Education, 40(2), 140-153. Mohar, T. M. T., Singh, C. K. S., Kepol, N., Ahmad, A. Z. L., & Moneyam, S. (2017). Analysis of Teacher Beliedl and Efficacy for Teaching Writing to Weak Learners. English Language Teaching, 10(9), 208–217. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1153901 &site=ehost-live Muhsin, A. (2016). The Effectiveness of Positive Feedback in Teaching Speaking Skill. Lingua Cultura, 10(1), 25-30. Mulliner, E., & Tucker, M. (2017). Feedback on feedback practice: perceptions of students and academics. Assessment & Evaluation in Higher Education, 42(2), 266–288. Retrieved from https://doi.org/10.1080/02602938.2015.1103365 Murtagh, L. (2014). The motivational paradox of feedback: Teacher and student perceptions. Curriculum Journal, 25(4), 516-541. Nassaji, H., & Fu, T. (2016). Corrective feedback, learner uptake, and feedback perception in a Chinese as a foreign language classroom. Studies in Second Language Learning and Teaching, (VI-1), 159-181.)
TEACHER FEEDBACK 58 Nicol, D. (2009). Good designs for written feedback for students. Unpublished manuscript, University of Strathclyde, Scotland. Nielsen, K. (2015). Teaching Writing in Adult Literacy: Practices to Foster Motivation and Persistence and Improve Learning Outcomes. Adult Learning, 26(4), 143-150. Núñez, J. C., Suárez, N., Rosário, P., Vallejo, G., Cerezo, R., & Valle, A. (2015). Teachers’ Feedback on Homework, Homework-Related Behaviors, and Academic Achievement. Journal of Educational Research, 108(3), 204–216. Retrived from https://doi.org/10.1080/00220671.2013.878298 Orsmond, P., & Merry, S. (2011). Feedback alignment: effective and ineffective links between tutors’ and students’ understanding of coursework feedback. Assessment & Evaluation in Higher Education, 36(2), 125–136. Retrieved from https://doi.org/10.1080/02602930903201651 Ouahidi, M., & Lamkhanter, F. (2017). How do higher education students perceive feedback?. International Journal Of Arts & Sciences, 10(2), 595-605. Padkuntod, Pathomkanok. (2017, November, 19) Bangkok Post. Thai Education System fails to pass the test, says UNESCO report. Bangkokpost.com) Rakoczy, K., Harks, B., Klieme, E., Blum, W., & Hochweber, J. (2013). Written Feedback in Mathematics: Mediated by Students’ Perception, Moderated by Goal Orientation. Learning and Instruction, 27, 63–73. Retrieved from http://search. ebscohost.com/login.aspx?direct=true&db=eric&AN =EJ1003582&site=ehost-live Rodgers, C. (2018). Descriptive Feedback: Student Voice in K-5 Classrooms. Australian Educational Researcher, 45(1), 87-102.
TEACHER FEEDBACK 59 Rowe, A. D., & Wood, L. N. (2008). Student perceptions and preferences for feedback. Asian Social Science, 4(3), 78. Rubie-Davies, C. M., Peterson, E. R., Sibley, C. G., & Rosenthal, R. (2015). A teacher expectation intervention: Modelling the practices of high expectation teachers. Contemporary Educational Psychology, 40, 72–85. Retrieved from https://doi.org/10.1016/j.cedpsych.2014.03.003 Saefurrohman, & Balinas, E. S. (2016). English Teachers Classroom Assessment Practices. International Journal Of Evaluation And Research In Education, 5(1), 82-92. Sanu, L. O. (2016). EFL Students' Preferences toward the Lecturer's Corrective Feedback in Business Letters Writing. Dinamika Ilmu, 16(2), 221-243. Sardareh, S. A. (2016). Formative Feedback in a Malaysian Primary School ESL Context. Malaysian Online Journal Of Educational Sciences, 4(1), 1-8. Seker, M., & Dincer, A. (2014). An Insight to Students' Perceptions on Teacher Feedback in Second Language Writing Classes. English Language Teaching, 7(2), 73. Shepard, L. A., Penuel, W. R., & Pellegrino, J. W. (2018). Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large-Scale Assessment. Educational Measurement: Issues and Practice, 37(1), 21-34. Singh, C. S., Lebar, O., Kepol, N., Rahman, R. A., & Mukhtar, K. M. (2017). An Observation of Classroom Assessment Practices among Lecturers in Selected Malaysian Higher Learning Institutions. Malaysian Journal of Learning and Instruction, 14(1), 23-61. Stefanson, T. O. (2012). Factors Affecting English Language Learners’ Literacy in
TEACHER FEEDBACK 60 US Schools. Educational Research, 82(1), 5-60. Strijbos, J. W., Narciss, S., & Dunnebier, K. (2010). Peer feedback content and sender’s competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency? Learning and Instruction, 20(4), 291- 303. Struyven, K., Dochy, F., & Janssens, S. (2005). Students’ perceptions about evaluation and assessment in higher education: a review1. Assessment & Evaluation in Higher Education, 30(4), 325–341. Retrieved from https://doi.org/10.1080/02602930500099102 Van Beuningen, C. G., De Jong, N. H., & Kuiken, F. (2012). Evidence on the effectiveness of comprehensive error correction in second language writing. Language Learning, 62(1), 1-41. Wang, X. (2017). The Effects of Corrective Feedback on Chinese Learners' Writing Accuracy: A Quantitative Analysis in an EFL Context. World Journal Of Education, 7(2), 74-88. Weaver, M. (2006). Do students value feedback? Student perceptions of tutors’ written responses. Assessment & Evaluation in Higher Education, 31(3), 379– 394. Retrieved from https://doi.org/10.1080/02602930500353061 Wiggins, G. (2012). Seven keys to effective feedback. Educational Leadership: Feedback for Learning, 70(1), 10-16. Wiliam, D. (2016). The Secret of Effective FEEDBACK. Educational Leadership, 73(7), 10–15. Wiliam, D., & Leahy, S. (2015). Embedding formative assessment: Practical techniques for K-12 classrooms. West Palm Beach, Fla: Learning Sciences International.
TEACHER FEEDBACK 61 Winstone, N. E., Nash, R. A., Rowntree, J., & Menezes, R. (2016). What Do Students Want Most from Written Feedback Information? Distinguishing Necessities from Luxuries Using a Budgeting Methodology. Assessment & Evaluation in Higher Education, 41(8), 1237–1253. Retrieved from http://search.ebscohost.com/login.aspx? direct=true&db=eric&AN=EJ1116598&site=ehost-live Yilmaz, O. (2017). Learner Centered Classroom in Science Instruction: Providing Feedback with Technology Integration. International Journal Of Research In Education And Science, 3(2), 604-613. Zeng, J. (2016). A Case Study of the Nature of Oral Corrective Feedback and Uptake in an 8 th-Grade ESL Classroom in China. ICLLS 2016, 284.
TEACHER FEEDBACK 62 APPENDIX Student Feedback Questionnaire AIMS is interested in student learning experiences and wishes to investigate perceptions of and preferences for feedback, with the objective of improving teaching practices. There are no right or wrong answers in this questionnaire. Please complete the following questions honestly based on your experience studying at AIMS for SY 2016-17. Any information or personal details gathered in the course of this study will be kept confidential. No individual will be identified in any publication of the results. Only the researchers will have access to the data. 1. Demographic Data. Please answer all questions. a) What stream are you enrolled in? General Diploma College Preparatory Diploma College Preparatory Diploma with Science Emphasis College Preparatory Diploma with Business Emphasis b) What gender are you? Female Male c) What was your CGPA last quarter? 3.75-4.00 3.5-3.74 3.0-3.49 2.5-2.9 2.0-2.4 1.75-1.9 d) What is your age? 11-13 14-16 17-19 20-22 e) Are you a first, second, third or fourth year student? (1) (2) (3) (4) f) Are you an international student? Yes No If yes, which country do you come from? _____________________ g) Is English your first language? Yes No If no, what is your first language? ________________ h) How many years have you lived in Thailand? ______________ years VALUE OF FEEDBACK 2. Feedback Provided by the Teachers. Please indicate your level of agreement with the following statements: 4-Strongly Agree 3-Agree 2-Disagree 1- Strongly Disagree 0-Not Applicable
TEACHER FEEDBACK 63 4 3 2 1 0 1. I receive enough feedback from my teachers 2. The feedback I receive is relevant to my goals as a student 3. The feedback I receive is related to the purpose of the assignment 4. My teachers provide enough information to make feedback useful 5. Feedback on assignments is always provided within two weeks 6. Teaching staff are always willing to provide feedback 7. The feedback I receive can be applied to my studies and/or work 8. Class feedback is presented in a way so that everyone can participate 9. Teaching staff need to be more active in providing feedback Please indicate how often (as a percentage of time) you receive the following types of feedback: 100% 75% 50% 25% 0% 1. No feedback 2. Grades 3. Individual written comments from the teacher 4. Group verbal feedback from the teacher 5. Group written comments from the teacher 6. Individual verbal feedback from the teacher 7. Peer feedback 8. Self-assessment VALUE OF FEEDBACK 3. Perceptions of Feedback. Please indicate your level of agreement with the following statements. When responding think about what you consider to be the most important aspects of feedback: 4-Strongly Agree 3-Agree 2-Disagree 1- Strongly Disagree 0-Not Applicable 4 3 2 1 0 1. Feedback is a justification of the grade I have received 2. When the teacher gives me feedback it shows me that they care about the work I have done
TEACHER FEEDBACK 64 3. Feedback tells me what I need to do to improve my performance in a subject 4. Feedback explains my grade for an assignment 5. I deserve feedback when I put so much effort into assignments or projects 6. When the teacher provides feedback I don’t worry as much about the subject 7. Feedback is a response from the teacher to something I have said in class 8. When I receive a lot of feedback I feel encouraged 9. Feedback is any individual contact with the teacher 10. Receiving feedback does not reduce my anxiety about a subject 11. Feedback is an evaluation of my strengths and weaknesses 12. Teachers who provide feedback care about what students think 13. Feedback tells me what the expectations of the teachers are 14. Feedback motivates me to study 15. When I don’t receive any feedback I feel that the teacher does not respect me VALUE OF FEEDBACK 4. Value of Feedback. Please indicate your level of agreement with the following statements: 4-Strongly Agree 3-Agree 2-Disagree 1- Strongly Disagree 0-Not Applicable 4 3 2 1 0 1. Feedback is important to me 2. I always collect my assignments 3. I always read the feedback on my assignments 4. I use feedback to try and improve my results in future assignments 5. Feedback is only useful when I receive a low grade 5. Preferences for Feedback. Please indicate your level of agreement with the following statements: 4-Strongly Agree 3-Agree 2-Disagree 1- Strongly Disagree 0-Not Applicable DEEP LEARNING
TEACHER FEEDBACK 65 SURFACE LEARNING 4 3 2 1 0 1. General feedback provided in class helps me learn independently 2. Teachers’ written comments are often difficult to read and poorly explained 3. Feedback is only useful when it is positive 4. Individual feedback is better because I can clarify any issues with the teacher 5. I like it when teachers post sample answers on Schoology. 6. I feel encouraged when teachers provide general feedback in class 7. An important part of learning is being able to discuss the subject with my teacher 8. I learn better when the teacher encourages me to think deeply about the subject matter 9. Verbal feedback is easier to understand 10. I don’t like it when teaching staff encourage questions in lectures because it wastes time 11. Specific feedback is better because it helps me to understand what I did right and wrong in an assignment 12. I learn more when my teacher focuses on the questions I got wrong 13. It is boring when lecturers provide general feedback to the class 14. Participating in classroom discussion is the most effective way to learn 15. Marking rubrics are good because I don’t feel like I am being personally singled out 16. Written feedback is unreliable because teachers have different marking criteria 17. The grade is more important to my learning than feedback 18. I prefer general feedback in class because it’s not personal 19. I prefer verbal feedback because I can communicate with the teacher and clarify information 20. It is more important for me to see the reason why I received a particular grade, than to know how other students went 21. Group feedback is best because I can see where other students have experienced similar problems 22. Marking rubrics are too vague 23. I like it when teachers guide us to work out the answers ourselves 24. I forget verbal feedback easily 25. I prefer it when teachers just give us the answers 26. Written feedback is better because I can refer to it later Thank you for taking the time to help improve our school.