From fixing the work to improving the learner: An initial evaluation of a professional learning intervention using a new student-centred feedback model
Cameron Brooks, Rochelle Burton, Fabienne van der Kleij, Annemaree Carroll, Karen Olave, John Hattie
STUDIES IN EDUCATIONAL EVALUATION | ELSEVIER | Published : 2021
Despite the longstanding recognition of the power of feedback to enhance student learning outcomes, its potential is often not realised in classroom practice. Recent research highlights the need for a student-centred perspective to enable effective feedback practices that foster student self-regulation. Based on an identified gap in the literature, a new empirically-informed student-centred feedback model (SCFM) was designed. This study, contextualised in English writing, investigated to what extent a professional learning intervention using the SCFM was perceived as effective in promoting student-centred classroom feedback practices. Focus group interview data from 49 teachers and 30 school..View full abstract
Awarded by Australian Government through the Australian Research Council
This research was supported by the Australian Government through the Australian Research Council [LP160101604].