Written Teacher Feedback: Aspects of Quality, Benefits and Challenges

Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › fagfællebedømt

Standard

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

Harvard

Holmeier, M, Grob, R, Nielsen, JA, Rönnebeck, S & Ropohl, M 2018, Written Teacher Feedback: Aspects of Quality, Benefits and Challenges. i J Dolin & R Evans (red), Transforming Assessment: Through an Interplay Between Practice, Research and Policy. Springer, Contributions from Science Education Research, bind 4, s. 175-208. https://doi.org/10.1007/978-3-319-63248-3_7

APA

Holmeier, M., Grob, R., Nielsen, J. A., Rönnebeck, S., & Ropohl, M. (2018). Written Teacher Feedback: Aspects of Quality, Benefits and Challenges. I J. Dolin, & R. Evans (red.), Transforming Assessment: Through an Interplay Between Practice, Research and Policy (s. 175-208). Springer. Contributions from Science Education Research Bind 4 https://doi.org/10.1007/978-3-319-63248-3_7

Vancouver

Holmeier M, Grob R, Nielsen JA, Rönnebeck S, Ropohl M. Written Teacher Feedback: Aspects of Quality, Benefits and Challenges. I Dolin J, Evans R, red., Transforming Assessment: Through an Interplay Between Practice, Research and Policy. Springer. 2018. s. 175-208. (Contributions from Science Education Research, Bind 4). https://doi.org/10.1007/978-3-319-63248-3_7

Author

Holmeier, Monika ; Grob, Regula ; Nielsen, Jan Alexis ; Rönnebeck, Silke ; Ropohl, Mathias. / Written Teacher Feedback : Aspects of Quality, Benefits and Challenges. 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).

Bibtex

@inbook{da1c0cf0192240fbb017b34a6b2c7a20,
title = "Written Teacher Feedback: Aspects of Quality, Benefits and Challenges",
abstract = "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 {\textquoteleft}investigation in science{\textquoteright} 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.",
author = "Monika Holmeier and Regula Grob and Nielsen, {Jan Alexis} and Silke R{\"o}nnebeck and Mathias Ropohl",
year = "2018",
doi = "10.1007/978-3-319-63248-3_7",
language = "English",
isbn = "978-3-319-63247-6",
series = "Contributions from Science Education Research",
publisher = "Springer",
pages = "175--208",
editor = "Jens Dolin and Robert Evans",
booktitle = "Transforming Assessment",
address = "Switzerland",

}

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