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dc.contributor.authorEyers, Gayle
dc.contributor.authorHill, Mary
dc.date.accessioned2012-04-24T02:20:12Z
dc.date.available2012-04-24T02:20:12Z
dc.date.issued2004
dc.identifier.citationEyers, G. & Hill, M. (2004). Improving student learning? Research evidence about teacher feedback for improvement in New Zealand schools. Waikato Journal of Education, 10, 251-261.en_NZ
dc.identifier.issn1173-6135
dc.identifier.urihttps://hdl.handle.net/10289/6241
dc.description.abstractThe importance of giving both evaluative and descriptive feedback to improve learning and achievement has been confirmed through research. This paper draws on assessment and feedback research to interrogate the evidence about how well teachers use feedback in New Zealand classrooms. It reveals that there is very little New Zealand research that investigates NZ teachers' use of feedback. Those studies that do investigate teachers' use of assessment information show that very little of the information gained from assessment is used to inform students about how to improve. More often teachers praise students, give unspecific information about their work and use the data gathered about students' competence and skills for school-wide aggregation and evidence of meeting targets. Questions are raised about why this might be the case, how professional development might be implicated in this and how the situation might be improved through wider policy alignment at both local and national levels.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherFaculty of Education, University of Waikatoen_NZ
dc.relation.urihttp://www.wje.org.nz/index.php/WJEen_NZ
dc.rights© 2004 Waikato Journal of Education. It is posted here by permission for personal use.en_NZ
dc.subjectstudentsen_NZ
dc.subjectlearningen_NZ
dc.subjectprofessional educationen_NZ
dc.subjectteachersen_NZ
dc.subjectclassroomsen_NZ
dc.titleImproving student learning? Research evidence about teacher feedback for improvement in New Zealand schools.en_NZ
dc.typeJournal Articleen_NZ


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