Browsing by Subject "feedback"
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(2023)According to the national core curriculum for basic education, formative assessment is central to every pupil’s individual learning process. Formative assessment can be defined as response that aims to support the pupil in understanding the goals for learning, perceive their own progress in relation to the set goals, and give the pupil tools to reach the specific learning goals for each subject. Interactive methods, such as discussion, self-assessment, and peer assessment are part of formative assessment. Previous studies have shown that pupils often become passive receivers in the assessment process and don’t feel that they benefit from the type of formative assessment they have received and that teachers have difficulties supporting pupils’ abilities to assess their own work. This study examines what kind of formative assessment pupils perceive as beneficial for their learning, and how self-assessment, according to teachers and pupils, can be used in order to support learning and the pupils’ abilities to self-assess. The study takes a qualitative, phenomenographic approach. The material was gathered by conducting focus group interviews with pupils in grades 5–6 and teachers for grades 1–6. The informants formed nine groups of three to four pupils and two groups of three to four teachers per group. The interviews were transcribed and analysed thematically. The results show that considering the pupils’ prior knowledge, setting clear goals, and using versatile materials and methods, along with continuous, personal, motivating, and fair feedback are types of formative assessment that pupils perceive as supportive of their learning. The results also point out that efficient self-assessment requires clearly stated goals and instructions, and should be conducted alongside wider work processes, with support from discussion between pupils and teachers.
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(2017)The Finnish National Core Curriculum for Basic Education 2014 stresses the role of formative assessment in student assessment in basic education. The national curriculum offers some guidelines for how to work with formative assessment, but a lot is left unsaid. The aim of this thesis was to describe how teachers in secondary school view formative assessment and how they experience working with it. The research questions were; 1. What kind of profit do subject teachers feel the formative assessment has? 2. Which methods do subject teachers use in working with formative assessment and how do they experience this work? 3. Which challenges do subject teachers experience in connection to formative assessment? A qualitative research approach was used in this study and the data material was collected through semi-structured research interviews with eight subject teachers working in secondary school. The data sample was a selective one, consisting of teachers that felt that they were to some level working with formative assessment, even if the new national curriculum was not yet put in to effect in secondary school when the material was collected (spring 2017). The data material was analyzed trough content analysis. The results showed that subject teachers considered the profit of formative assessment to have various aspects, they felt that formative assessment functioned as a support tool for instruction and as a way to motivate and activate students. Formative assessment functioned as a support for instruction in providing the teacher with information about the students' progress and offering the students more feedback and there for helping them perform better. Working with formative assessment was also seen as a chance to motivate students by steering the instruction towards their interest and skills and making sure that everybody received some sort of positive feedback. The teachers also felt that one aim for formative assessment was to activate students and make them understand and take responsibility for their learning. All teachers had worked with self- and peer assessment as methods for formative assessment. They considered peer assessment to be easier to work with because it was easier for the students to give feedback on somebody else's work than to evaluate their own. Both self- and peer assessment required that the students had some sort of understanding of the criteria for the task they were supposed to give feedback on. The teachers had also worked on making learning intensions and criteria more explicit. This work was appreciated by both teachers and students but the challenge was to find enough time, especially when this required planning together with colleagues. Another method for working with formative assessment was discussing with the students, the discussions could be between teacher and student or a classroom dialog. The teachers experienced general challenges in working with formative assessment to be a lack of time and the need to flexible as a teacher.
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(2014)Writing is one of the most important skills learned in school. Studies have indicated that pupils' writing skills need improvement which evokes to observe the practices of teaching writing. This thesis contemplates the teaching of writing from the feedback's point of view. The goal of my thesis is to find out what kind of conceptions the sixth-graders have about the feedback they receive from writing and how pupils describe the meaning and effectiveness of feedback. Research type was qualitative study. Data was gathered from three different classes by using method of empathy-based stories. Data consists of 69 pupils empathy-based stories that deals with response given from the opinion essays. Material was analysed by using qualitative theory-guided content analysis. Study indicated that according to pupils' stories feedback wasn't given until the text was finished. Response consisted mainly of text evaluation. In the pupils' stories the response was given verbally and in writing generally by classmates and the teacher. Besides the content of the text and pupils working effort, the feedback was often focused on opinions in the text. When feedback was given by the classmates it was sometimes targeted at the pupil receiving the response and contained inappropriate features such as mocking. Empathy-based stories showed that feedback clearly had a meaning but experience of the feedback may consist of many different factors. In the story conceptions and expectations considering the feedback had the most influence on pupil's experience. In most cases feedback had an effect on pupil's experience at emotional level. In the stories feedback was also seen to have an influence on future writing, pupil's self-esteem, conception of feedback and person giving it. The results showed that the pupils have lots of resources to reflect the quality of the feedback and its meaning for the writer. According to the stories the benefit of feedback was tangential from the writings point of view and the idea of giving feedback was in accordance with conventional evaluative feedback. I think the results support the idea that feedback should be more firm part of the actual writing process. The person receiving the feedback should be more active and the pupils' aptitudes to utilize the feedback should be supported more.
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(2018)Objectives. According to a study commissioned by UNISEF Finland (2012) Finnish students find their teachers distant. The results of the OECD Teaching and Learning International Survey (2013) indicate that Finnish elementary school teachers do not receive enough feedback about their performance. This main objective of this study was to examine elementary school teachers' attitudes towards students' feedback. The research questions were: How do teachers relate to feedback given by students? Which factors have an impact on teacher attitudes? The aim of the study was to introduce a new viewpoint to scrutinizing the current role of teacher and student in the teacher-student relationship. Furthermore, the aim was to provoke discussion about values behind and practices related to interpersonal communication and feedback culture in Finnish schools. The theoretical framework of this study consists of theories in educational psychology and speech communications. As a research topic student feedback on teacher-student relationship is quite new, there is little prior research available. Students' teacher views, expectations and experiences, on the other hand, have started to interest scientists increasingly. Methodology. The study was implemented as a qualitative attitude research. Research data was collected in the spring of 2017 during three group interviews. Nine teachers from three different elementary schools in the Helsinki metropolitan area were interviewed – three teachers from each school. The teachers shared their views on 32 claims presented by the interviewer. The research data was analyzed according to the principles outlined in literature about qualitative attitude research. For instance, an approach of discourse analysis was used. Results and conclusions. All in all, the teacher attitudes towards student feedback were favorable. However, as the teacher attitudes did include some variation, four different attitude profiles were identified. Two of the teachers approached students' feedback daringly, three tolerantly, two neutrally and two with reservation. The results suggest that a student's teacher-related experiences and their effects on the child and teacher-child relationship remain at least partially unidentified. That is why the role of both the teacher and the student as well as the existing communication culture in the Finnish schools should be examined critically and candidly. Student feedback in the student-teacher relationship might help build stronger and healthier pedagogical relationships which, in return, create better conditions for teaching and learning.
Now showing items 1-4 of 4