Student teachers’ reactions to formative teacher and peer feedback
Datos Bibliográficos
| ID | 21496445 |
|---|---|
| Autores | Monika Bader (0000-0003-0573-0312, Faculty of Education, Arts and Sports, autor de correspondencia), Sarah Hoem Iversen (0000-0003-2965-0245, Faculty of Education, Arts and Sports), Simon Borg (0000-0003-2827-142X, Faculty of Education, Arts and Sports) |
| Año | 2026 |
| Volumen | 49 |
| Número | 3 |
| Páginas | 684-701 |
| Fecha de publicación | 2026-05-27 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | European Journal of Teacher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0261-9768 • E-ISSN: 1469-5928 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02619768.2024.2385717 |
| OpenAlex | W4401517849 |
| Idioma | EN |
| Citas recibidas | 3 |
| Referencias citadas | 39 |
Research on students’ perceptions of feedback in higher education has largely focused on students’ general preferences, with little insight into the kind of feedback that students experience. Against this backdrop, the current study investigates students’ reactions to a specific intervention which aimed, using research-informed strategies, to promote teacher and peer formative feedback with two groups of students at a teacher education institution in Norway. The qualitative analysis of 188 written reflections revealed that the students were overwhelmingly positive towards teacher feedback. Peer feedback was valued, though less favourably, suggesting that the role of peer feedback in higher education may need to be reconceptualised to recognise its strengths and acknowledge its limits. Opportunities to engage in feedback dialogue with their instructors were not exploited by the students, leading to the conclusion that such processes may need to be more formally structured and initiated by course instructors
Formative assessment · Higher education · Mathematics education · Pedagogy · Peer evaluation · Peer feedback · Political science · Student teacher · Teacher education · Teaching method · Educational Assessment and Improvement · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Basic psychological needs satisfaction as a mediator of the effects of a formative assessment practice on behavioral engagement and autonomous motivation
Nudging dialogic pedagogical design of peer feedback towards exploratory collaboration
Integrating formative and summative feedback in online situational judgement tests
Sustainable Assessment
Developing the theory of formative assessment
Making Sense of Assessment Feedback in Higher Education
From teacher transmission of information to student feedback literacy
Qualitative Text Analysis
Formative assessment in higher education
Formative assessment and the design of instructional systems
Teacher feedback literacy and its interplay with student feedback literacy
Eliciting, processing and enacting feedback
Navigating transformative assessment and feedback in teacher education
Fostering student teachers’ research-based knowledge of effective feedback
Enhancing the enactment of assessment for learning principles during school placement
Effectiveness and relevance of feedback in Higher Education
Feedback alignment
Student perspectives on formative feedback as part of writing portfolios
Beyond feedback
Developing Procedures for Implementing Peer Assessment in Large Classes Using an Action Research Process
Effectiveness of feedback
Developing a learning-centred framework for feedback literacy
What makes for effective feedback
Formative and shared assessment in higher education. Lessons learned and challenges for the future
Students’ perceptions of written feedback in teacher education
Student perceptions of quality feedback in teacher education
‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it
Undergraduate student responses to feedback
The development of student feedback literacy
Do students value feedback? Student perceptions of tutors’ written responses
The Power of Feedback
Formative assessment and self-regulated learning
It'd be useful, but I wouldn't use it
Developing sustainable feedback practices
| Obras citantes distintas | 3 |
|---|---|
| Citas por año | 3 |
| Intervalo de citas | 2025 - 2026 (2) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 3 |