Abstract
Feedback literature is dominated by claims of large effect sizes, yet there are remarkable levels of variability relating to the effects of feedback. The same feedback can be effective for one student but not another, and in one situation but not another. There is a need to better understand how students are receiving feedback and currently there is relatively little research on school students' perceptions of feedback. In contrast, current social constructivist and self-regulatory models of feedback see the learner as an active agent in receiving, interpreting, and applying feedback information. This paper aims to investigate school student perceptions of feedback through designing a student feedback perception questionnaire (SFPQ) based upon a conceptual model of feedback. The questionnaire was used to collect data about the helpfulness to learning of different feedback types and levels. Results demonstrate that the questionnaire partially affirms the conceptual model of feedback. Items pertaining to feed forward (improvement based feedback) were reported by students as most helpful to learning. Implications for teaching and learning are discussed, in regard to how students receive feedback.
Highlights
The role of feedback in learning has been researched since the early 1900’s with the vast majority of studies focusing upon measuring the effects of feedback
Too often the feedback message is lost due to the feedback arriving too late (Gamlem and Smith, 2013) or if it is received in time, the content and conceptual level is not matched to the task objectives or the students current learning state (Murtagh, 2014)
Findings from this study demonstrate that the SPFQ tool partially affirms Hattie and Timperley’s (2007) conceptual model of feedback
Summary
The role of feedback in learning has been researched since the early 1900’s with the vast majority of studies focusing upon measuring the effects of feedback This appears logical given that early, behaviouristic models viewed feedback as a uni-directional transfer of information from the expert to the novice to enable the advancement or extinction of learning. Skinner (1963) built upon this principle by using positive and negative feedback messages as a reinforcement to modify behavior to achieve desired outcomes. This use of feedback as an extrinsic motivator through punishment or reward has negative effects upon learning (Dweck, 2007). Student perceptions of feedback must be positive so that feedback is interpreted and used
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