Written Teacher Feedback: Aspects of Quality, Benefits and Challenges
Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › fagfællebedømt
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Written Teacher Feedback : Aspects of Quality, Benefits and Challenges. / Holmeier, Monika; Grob, Regula; Nielsen, Jan Alexis; Rönnebeck, Silke; Ropohl, Mathias.
Transforming Assessment: Through an Interplay Between Practice, Research and Policy. red. / Jens Dolin; Robert Evans. Springer, 2018. s. 175-208 (Contributions from Science Education Research, Bind 4).Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › fagfællebedømt
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RIS
TY - CHAP
T1 - Written Teacher Feedback
T2 - Aspects of Quality, Benefits and Challenges
AU - Holmeier, Monika
AU - Grob, Regula
AU - Nielsen, Jan Alexis
AU - Rönnebeck, Silke
AU - Ropohl, Mathias
PY - 2018
Y1 - 2018
N2 - Written feedback provided by the teacher to his or her students is an important aspect of formative assessment. After a theoretical introduction to teacher prerequisites for giving feedback and to the quality of written feedback in general, results from an implementation of feedback methods in classrooms will be described for the cases of Germany, Switzerland and Denmark. The focus will be on the inquiry method ‘investigation in science’ that requires from students such competences as planning and/or conducting experiments. This study examines the quality of written teacher feedback which was provided based on rubrics and templates for open comments. For this purpose, written teacher feedback itself, student artefacts and data from questionnaires were analysed. Furthermore, the benefits and challenges that teachers noticed in using written feedback will be examined. Finally, it will be discussed which means of support for teachers seem necessary in order to foster the implementation of written teacher feedback as part of formative assessment in inquiry-based science education.
AB - Written feedback provided by the teacher to his or her students is an important aspect of formative assessment. After a theoretical introduction to teacher prerequisites for giving feedback and to the quality of written feedback in general, results from an implementation of feedback methods in classrooms will be described for the cases of Germany, Switzerland and Denmark. The focus will be on the inquiry method ‘investigation in science’ that requires from students such competences as planning and/or conducting experiments. This study examines the quality of written teacher feedback which was provided based on rubrics and templates for open comments. For this purpose, written teacher feedback itself, student artefacts and data from questionnaires were analysed. Furthermore, the benefits and challenges that teachers noticed in using written feedback will be examined. Finally, it will be discussed which means of support for teachers seem necessary in order to foster the implementation of written teacher feedback as part of formative assessment in inquiry-based science education.
U2 - 10.1007/978-3-319-63248-3_7
DO - 10.1007/978-3-319-63248-3_7
M3 - Book chapter
SN - 978-3-319-63247-6
T3 - Contributions from Science Education Research
SP - 175
EP - 208
BT - Transforming Assessment
A2 - Dolin, Jens
A2 - Evans, Robert
PB - Springer
ER -
ID: 184800490