The Effect of Feedback from Pupil to Teacher on Assessment for Leaning and Visible Learning

An Ethnographic Case Study in a Community School in England and the Outcome in a State High School in Queensland, Australia

Bibliographic Data

ID5686282
AuthorsDaniel Ndisang (0000-0002-7468-5028), Alan Benson (0000-0003-4256-3357)
Year2014
Volume2014
Pages1-14
Publication date2014-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Research International (JOURNAL)
Journal identifiersISSN: 2090-4010 • E-ISSN: 2090-4002
PublisherWiley (PUBLISHER • GB)
DOI10.1155/2014/526438
OpenAlexW2105602858
LanguageEN
Citations received1
References cited6

This study shows that there is positive regulatory effect of feedback from pupils to teachers on Assessment for Learning (AfL), classroom proactiveness, and on visible and progressive learning but not on behaviour. This research finding further articulates feedback from pupil to teacher as a paradigm shift from the classical paradigm of feedback from teacher to pupil. Here, the emphasis is geared towards pupils understanding of objectives built from previous knowledge. These are then feedback onto the teachers by the pupils in the form of discrete loops of cues and questions, where they are with their learning. This therefore enables them to move to the next level of understanding, and thus acquired independence, which in turn is reflected by their success in both formative and summative assessments. This study therefore shows that when feedback from pupil to teacher is used in combination with teacher to pupil feedback, AfL is ameliorated and hence, visible and accelerated learning occurs in a gender, nor subject non-dependent manner

Formative assessment · Independence (probability theory · Mathematics education · Pedagogy · Proactivity · Pupil · Summative assessment · Mathematics · Psychology · Reflective Practices in Education · Student Assessment and Feedback · Teacher Education and Leadership Studies · Social Psychology

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Open DOISci-HubOpen Access