Student perceptions of the impact of student-generated feedback in formative essay writing in the English classroom

Hill, Lee Roberta

Student perceptions of the impact of student-generated feedback in formative essay writing in the English classroom

dc.contributor.advisor	Edwards, Frances
dc.contributor.author	Hill, Lee Roberta
dc.date.accessioned	2017-04-07T03:31:42Z
dc.date.available	2017-04-07T03:31:42Z
dc.date.issued	2016
dc.date.updated	2016-08-18T01:43:48Z
dc.description.abstract	Student-generated feedback is an Assessment for Learning practice which, when used well, can lead to strong student engagement and self-regulation. In the New Zealand context high value is placed on the principles of Assessment for Learning, yet teachers struggle to implement strategies successfully. In order to evaluate the impact of the use of student-generated feedback practices in essay writing in the English classroom student perceptions have been sought. This practitioner research has used a mixed methods approach to gather students’ perceptions by means of a Likert scale questionnaire, one-on-one semi-structured interviews, a teacher diary and feedback artefacts. The results show that students perceived student-generated feedback practices to be beneficial for themselves and their learning. There is evidence that these practices led to significant student engagement, as well as the development of student self-regulation. When seen from a social constructivist perspective, student-generated feedback practices created new identities for students and the teacher in the classroom, impacting on power dynamics and classroom culture. While the teacher continued to be a valuable guide and contributor to learning, students saw themselves as agents of their own learning, in an apprentice-like relationship with their teacher. The findings of this study are relevant to teachers who want to improve their practice by using student-generated feedback as part of a broader picture of partnership with students. This is becoming increasingly important for all teachers as our education system moves away from a traditional top-down, teacher-led style of teaching and learning towards a student–teacher collaborative approach.
dc.format.mimetype	application/pdf
dc.identifier.citation	Hill, L. R. (2016). Student perceptions of the impact of student-generated feedback in formative essay writing in the English classroom (Thesis, Master of Education (MEd)). University of Waikato. Retrieved from https://hdl.handle.net/10289/10986	en
dc.identifier.uri	https://hdl.handle.net/10289/10986
dc.language.iso	en
dc.publisher	University of Waikato
dc.rights	All items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
dc.subject	feedback
dc.subject	Assessment for Learning
dc.title	Student perceptions of the impact of student-generated feedback in formative essay writing in the English classroom
dc.type	Thesis
thesis.degree.grantor	University of Waikato
thesis.degree.level	Masters
thesis.degree.name	Master of Education (MEd)