Abstract
Feedback that supports students’ learning and self-regulation has mainly been investigated in a teacher-led feedback practice. This article investigates how students’ independent requests for feedback during collaborative productive work in their mother tongue subject may be identified and characterised. The study was conducted as an ethnographic case study in the context of Danish compulsory education and video recordings were used to observe students’ production processes. The results show that requests for feedback extend beyond the goals set by the teacher, and thus beyond the criteria. A request for feedback may appear implicit in a dialogue or explicit as a question. The students ask for feedback regarding their tasks, processes and self-regulation. This article calls for paying greater attention to students’ goal setting in the study of feedback processes.
Highlights
Extensive research emphasises the positive connection between feedback and learning (e.g. Black & Wiliam, 1998; Hattie & Timperley, 2007; Kluger & DeNisi, 1996; Shute, 2008)
The development of feedback practices at all educational levels has mainly been investigated in activities initiated and organized by the teacher
I analyse the incidents with regard to the goals of the requested feedback, the level and content of the feedback and the feedback resources and the use of the feedback
Summary
Extensive research emphasises the positive connection between feedback and learning (e.g. Black & Wiliam, 1998; Hattie & Timperley, 2007; Kluger & DeNisi, 1996; Shute, 2008). Extensive research emphasises the positive connection between feedback and learning Black & Wiliam, 1998; Hattie & Timperley, 2007; Kluger & DeNisi, 1996; Shute, 2008). The development of feedback practices at all educational levels has mainly been investigated in activities initiated and organized by the teacher. This study centres around feedback activities initiated by students by investigating how students’ requests for feedback during productive work should be identified and characterised. The empirical data comprise video-recorded observations of lower. V. Christensen secondary students’ independent work in the mother tongue subject. Christensen secondary students’ independent work in the mother tongue subject These observations were conducted as part of a larger study investigating feedback processes in students’ development of multimodal reading and writing competence
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