Predicting formative feedback practices
Improving learning and minimising a tendency to ignore feedback
Bibliographic Data
| ID | 22164064 |
|---|---|
| Authors | Gavin T L Brown (0000-0002-8352-2351, University of Auckland, corresponding author), Catarina Andersson (0000-0002-8738-8639, Umeå University), Mikael Winberg (0000-0002-1535-873X, Umeå University), Torulf Palm (0000-0003-0895-8232, Umeå University) |
| Year | 2023 |
| Volume | 8 |
| Publication date | 2023-09-22 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2023.1241998 |
| OpenAlex | W4386958065 |
| Language | EN |
| References cited | 37 |
Introduction Teacher conceptions of feedback ideally predict their feedback practices, but little robust evidence identifies which beliefs matter to practices. It is logical to presume that teacher conceptions of feedback would align with the policy framework of an educational jurisdiction. The Teacher Conceptions of Feedback (TCoF) inventory was developed in New Zealand which has a relatively low-stakes, formative policy framework. Methods This study surveyed 451 Swedish teachers working in Years 1-9, a policy context that prioritises teachers using multiple data sources to help students learn. The study used a translated version of the TCoF inventory, but isolated six items related to formative feedback practices from various factors. Results A six-factor TCoF was recovered (Praise, Improvement, Ignore, Required, PASA, and Timely), giving partial replication to the previous study. A well-fitting structural equation model showed formative practices were predicted by just two conceptions of feedback (i.e., feedback improves learning and students may ignore feedback). Discussion This study demonstrates that the TCoF inventory can be used to identify plausible relations from feedback beliefs to formative feedback practices
Formative assessment · Mathematics education · Peer feedback · Praise · Computer Science · Educational Assessment and Improvement · Evaluation and Performance Assessment · Psychology · Social Psychology · Student Assessment and Feedback
Factor Analysis
The Reviewer's Guide to Quantitative Methods in the Social Sciences
Estimation of a Model with Multiple Indicators and Multiple Causes of a Single Latent Variable
Spring cleaning for the “messy” construct of teachers’ beliefs
Maximum Likelihood from Incomplete Data Via the EM Algorithm
Cutoff criteria for fit indexes in covariance structure analysis
Statistical notes for clinical researchers
The theory of planned behavior
Consolidated criteria for reporting qualitative research (Coreq)
Structural Equations with Latent Variables
Teacher AfL perceptions and feedback practices in mathematics education among secondary schools in Tanzania
Sensitivity of Fit Indices to Model Misspecification and Model Types
Very Simple Structure
Structural equation modeling in practice
Teacher beliefs about feedback within an assessment for learning environment
Assessing Reliability and Stability in Panel Models
The Power of Feedback
Teacher beliefs, teacher characteristics, and school contextual factors
| Highly cited | No |
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