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

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.