Teacher Feedback: Its Correlation with Students’ Preferences and Perceptions, and Its Impact on Learning at an International school in Thailand.

  • Rojean Vasquez Marcia Asia-Pacific International University, Thailand
  • Henry Foster Asia-Pacific International University
  • Jimmy Kijai Andrews University
Keywords: Teacher Feedback, preferences, perceptions, student learning, high school

Abstract

Being up-to-date with researched-based teaching practice is essential in providing qualityeducation. To achieve this goal, this quantitative study investigated the effect of teacherfeedback (TF) on student learning in an international high school. It was hypothesized thatteacher feedback affects achievement. A paper-and-pen survey questionnaire adapted fromRowe and Wood (2008) was administered to students in grades 9-12. Data was collectedthrough convenient sampling (N= 78). Descriptive statistics analysis revealed TF methodswere either individual verbal, individual written, group verbal or group written. Studentsvalued TF that specifically revealed what needed to be improved, and what the teachers’expectations were relevant to the purpose of the assignment. They preferred TF on the errorsthey made on their right and wrong answers and through sample answers posted onSchoology. This was indicative of TF on surface learning. The preferred TF on deep learningincluded discussing the subject with the teacher, guidance on how to work out the answers ontheir own and participation in classroom discussion. A multiple regression was calculated topredict CGPA based on teacher feedback. The result shows that there is a weak relationshipbetween TF and student achievement (R2 of .096). For those who are interested in teacherfeedback, the researcher recommends an experimental study on the feedback that leads toself-regulation
Article Metrics

Downloads

Download data is not yet available.

References

Blair, A., & McGinty, S. (2013). Feedback-dialogues: exploring the student perspective. Assessment & Evaluation in Higher Education, 38(4), 466–476. https://doi.org/10.1080/02602938.2011.649244

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. https://doi.org/10.1080/03075070600572132

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.

Ellis, N. J., & Loughland, T. (2017). "Where to Next?" Examining Feedback Received by Teacher Education Students. Issues In Educational Research, 27(1), 51-63.

Fisher, D., Frey, N., & Hattie, J. (2017). Teaching Literacy in the Visible Learning Classroom, K-5 (Corwin Literacy). US: Corwin.

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

Havnes, A., Smith, K., Dysthe, O., & Ludvigsen, K. (2012). Formative assessment and

feedback: Making learning visible. Studies in Educational Evaluation, 38 (1), 21-

https://doi.org/10.1016/j.stueduc.2012.04.001

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.

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

MacLellan, E. (2001). Assessment for Learning: the differing perceptions of tutors and students. Assessment & Evaluation in Higher Education, 26(4), 307–318.

https://doi.org/10.1080/02602930120063466

Mulliner, E., & Tucker, M. (2017). Feedback on feedback practice: perceptions of students and academics. Assessment & Evaluation in Higher Education, 42(2), 266–288.

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.

Ouahidi, M., & Lamkhanter, F. (2017). HOW DO HIGHER EDUCATION STUDENTS PERCEIVE FEEDBACK?. International Journal Of Arts & Sciences, 10(2), 595605.

Rowe, A. D., & Wood, L. N. (2008). Student perceptions and preferences for feedback. Asian Social Science, 4(3), 78.

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.

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.

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 review. Assessment & Evaluation in Higher

Education, 30(4), 325–341. https://doi.org/10.1080/02602930500099102

Weaver, M. (2006). Do students value feedback? Student perceptions of tutors’ written responses. Assessment & Evaluation in Higher Education, 31(3), 379–394.

https://doi.org/10.1080/02602930500353061

Wiliam, D., & Leahy, S. (2015). Embedding formative assessment: Practical techniques for K-12 classrooms. West Palm Beach, Fla: Learning Sciences International.

Published
2019-12-18
How to Cite
Marcia, R., Foster, H., & Kijai, J. (2019). Teacher Feedback: Its Correlation with Students’ Preferences and Perceptions, and Its Impact on Learning at an International school in Thailand. Abstract Proceedings International Scholars Conference, 7(1), 1610-1627. https://doi.org/10.35974/isc.v7i1.1383