Group differences in secondary school students' perceptions of feedback
Rebecca Walker, Rhonda Oliver and Ross Mackenzie
Curtin University, Australia
Effective feedback is a key element of quality teaching and widely recognised in teacher professional standards. Feedback has been linked to student learning and achievement with their experiences and perceptions potentially influencing how they process, respond and use feedback. There is a growing body of research that is examining students' experiences and perceptions of feedback; however, less is known about group differences that may exist for students. This paper reports on a pilot study investigation of school year level and gender group differences in secondary school students' perceptions of feedback (N = 1887) at a secondary high school in Western Australia. The findings reveal group differences in feedback perceptions and experiences according to gender and school year in areas such as feedback preferences. However, there were similarities found in aspects such as students' positive and negative experiences of feedback and the strategies they used to respond to feedback. These insights aim to contribute to understandings about how different groups of students perceive feedback and what constitutes effective feedback for them in better supporting their learning needs.
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|Authors: Dr Rebecca Walker is a senior lecturer at Curtin University in the role of Deputy Head of School of Education. She has had extensive teaching experience both in the metropolitan and rural areas of Western Australia and overseas. Her research interests include assessment, online initial teacher education, work integrated learning, and social justice in education.|
ORCID ID 0000-0002-2063-9683
Professor Rhonda Oliver is Head, School of Education, Curtin University, Western Australia. She has researched extensively about second language acquisition, especially in relation to child language learners, but has also conducted on language learners in high schools and universities. Recently she has undertaken work in the area of Aboriginal education.
ORCID ID 0000-0001-6233-8750
Mr Ross Mackenzie is a Curtin University tutor for pre-service teachers. An experienced early years and primary educator, he is currently working on his candidacy for PhD research integrating education, law and technology.
ORCID ID 0000-0003-4063-5775
Please cite as: Walker, R., Oliver, R. & Mackenzie, R. (2021). Group differences in secondary school students' perceptions of feedback. Issues in Educational Research, 31(1), 309-326. http://www.iier.org.au/iier31/walker.pdf