Providing Feedback on Academic Performance and Conduct
Teachers' classroom practices in England
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When one considers that teachers would not normally introduce a new topic in their lessons unless they are certain previous ones have been understood, and that students cannot progress with their work without being certain they are doing the right thing about on-going work, then the necessity for assessment and feedback of results need not be overemphasised. This book reports research on the feedback systems of a secondary school in the United Kingdom. It examines the mechanisms the school uses to give information to parents and students about students' academic work and conduct; It also discu...
When one considers that teachers would not normally introduce a new topic in their lessons unless they are certain previous ones have been understood, and that students cannot progress with their work without being certain they are doing the right thing about on-going work, then the necessity for assessment and feedback of results need not be overemphasised. This book reports research on the feedback systems of a secondary school in the United Kingdom. It examines the mechanisms the school uses to give information to parents and students about students' academic work and conduct; It also discusses feedback categories in teachers' verbal classroom utterances and written comments as well as pupils' skills and behaviours forming the basis for assessment and reporting. A descriptive study into feedback forms teachers deploy will be of high informative value not only benefitting the school investigated - thereby enabling practitioners to reflect and improve on their classroom practice- but, crucially, enabling other schools across the UK and elsewhere to compare their own assessment feedback provision systems with those investigated and reported in this book
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