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Predicting formative feedback practices: improving learning and minimising a tendency to ignore feedback
Umeå University, Faculty of Social Sciences, Department of applied educational science. Faculty of Education and Social Work, The University of Auckland, Auckland, New Zealand.
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).ORCID iD: 0000-0002-8738-8639
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.ORCID iD: 0000-0002-1535-873X
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).ORCID iD: 0000-0003-0895-8232
2023 (English)In: Frontiers in Education, E-ISSN 2504-284X, Vol. 8, article id 1241998Article in journal (Refereed) Published
Abstract [en]

Introduction: Teacher conceptions of feedback ideally predict their feedback practices, but little robust evidence identifies which beliefs matter to practices. It is logical to presume that teacher conceptions of feedback would align with the policy framework of an educational jurisdiction. The Teacher Conceptions of Feedback (TCoF) inventory was developed in New Zealand which has a relatively low-stakes, formative policy framework. Methods: This study surveyed 451 Swedish teachers working in Years 1-9, a policy context that prioritises teachers using multiple data sources to help students learn. The study used a translated version of the TCoF inventory, but isolated six items related to formative feedback practices from various factors. Results: A six-factor TCoF was recovered (Praise, Improvement, Ignore, Required, PASA, and Timely), giving partial replication to the previous study. A well-fitting structural equation model showed formative practices were predicted by just two conceptions of feedback (i.e., feedback improves learning and students may ignore feedback). Discussion: This study demonstrates that the TCoF inventory can be used to identify plausible relations from feedback beliefs to formative feedback practices.

Place, publisher, year, edition, pages
Frontiers Media S.A., 2023. Vol. 8, article id 1241998
Keywords [en]
beliefs, classroom teachers, conceptions, feedback, formative practices, perceptions, Sweden
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:umu:diva-215739DOI: 10.3389/feduc.2023.1241998ISI: 001076166700001Scopus ID: 2-s2.0-85173791757OAI: oai:DiVA.org:umu-215739DiVA, id: diva2:1809294
Funder
Swedish Research Council, 2019-04349Available from: 2023-11-02 Created: 2023-11-02 Last updated: 2023-11-02Bibliographically approved

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Brown, Gavin T. L.Andersson, CatarinaWinberg, Mikael T.Palm, Torulf

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Brown, Gavin T. L.Andersson, CatarinaWinberg, Mikael T.Palm, Torulf
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Department of applied educational scienceDepartment of Science and Mathematics EducationUmeå Mathematics Education Research Centre (UMERC)
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Frontiers in Education
Pedagogical Work

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CiteExportLink to record
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