The Effect of Feedback from Pupil to Teacher on Assessment for Leaning and Visible Learning: An Ethnographic Case Study in a Community School in England and the Outcome in a State High School in Queensland, Australia. (27th February 2014)

• Record Type: Journal Article
• Authors: Ndisang, Daniel; Benson, Alan
• Other Names: Hwang Gwo-Jen Academic Editor.
• Is Part Of: Education research international. Volume 2014(2014)
• Publication Date: 2014-02-27
• Subjects: Education -- Research -- Periodicals; 370.7205
• DOI: 10.1155/2014/526438
• Languages: English
• ISSNs: 2090-4002

Abstract

Abstract : This study shows that there is positive regulatory effect of feedback from pupils to teachers on Assessment for Learning (AfL), classroom proactiveness, and on visible and progressive learning but not on behaviour. This research finding further articulates feedback from pupil to teacher as a paradigm shift from the classical paradigm of feedback from teacher to pupil. Here, the emphasis is geared towards pupils understanding of objectives built from previous knowledge. These are then feedback onto the teachers by the pupils in the form of discrete loops of cues and questions, where they are with their learning. This therefore enables them to move to the next level of understanding, and thus acquired independence, which in turn is reflected by their success in both formative and summative assessments. This study therefore shows that when feedback from pupil to teacher is used in combination with teacher to pupil feedback, AfL is ameliorated and hence, visible and accelerated learning occurs in a gender, nor subject non-dependent manner.