Understanding classroom feedback practices: A study of New Zealand student experiences, perceptions, and emotional responses

Harris, Lois R.; Brown, Gavin T. L.; Harnett, Jennifer A.

doi:10.1007/s11092-013-9187-5

Cited by 134Student Assessment and FeedbackEvaluation of Teaching PracticesEducational and Psychological Assessments

Understanding classroom feedback practices: A study of New Zealand student experiences, perceptions, and emotional responses

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Harris, Lois R., Brown, Gavin T. L., Harnett, Jennifer A.·2014·Educational Assessment, Evaluation and Accountability

DOI 10.1007/s11092-013-9187-5

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Conceptions of feedback are partially task general and are also influenced by the assessment culture where learning happens.
“While conceptions of feedback are partially task general, they are also influenced by the assessment culture where learning happens.”
From The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing (2022) · cites this paper as Harris et al., 2014
High school students who have been exposed to student-centered assessment found value in using feedback.
“In contrast, high school students who have been exposed to student-centered assessment found value in using feedback (Harris et al., 2014).”
From The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing (2022) · cites this paper as Harris et al., 2014

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“…2013; Peterson and Irving 2008), as especially among younger students, student feedback cannot be expected to have the accuracy of expert feedback (Gielen et al. 2010). van Gennip et al. (2010) found that while students’ trust in feedback from peers grew after partaking in peer-assessment, it was…”
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Authors: Harris, L. R., Brown, G. T. L., & Harnett, J. A.
Affiliations: Central Queensland University (AU)
University of Auckland (NZ)
Corresponding author: Harris, Lois R.
Brown, Gavin T. L.
Harnett, Jennifer A.
ORCID: Harris, Lois R.
Brown, Gavin T. L.
Harnett, Jennifer A.
Venue: Educational Assessment, Evaluation and Accountability
Publisher: Springer Science and Business Media LLC
Published: 2014-02-01
Volume: 26
Issue: 2
Pages: 107-133
ISSN: 1874-8597 (ISSN-L)
1874-8600
DOI: 10.1007/s11092-013-9187-5
OpenAlex: W1997534972
Cited by: 134
References: 62
Citations by year: 2026: 7 · 2025: 15 · 2024: 8 · 2023: 12 · 2022: 18 · 2021: 17 · 2020: 19 · 2019: 12 · 2018: 8 · 2017: 5 · 2016: 6 · 2015: 5 · 2014: 2
FWCI: 30.86
Type: journal article
Language: en
Open access: green
figshare.com
Licence: cc-by
www.springer.com/tdm (tdm)
Locations: Educational Assessment Evaluation and Accountability (publishedVersion)
Acquire (CQUniversity) (submittedVersion)
Research Bank (Australian Catholic University) (submittedVersion)
Figshare (submittedVersion, cc-by)
ResearchSpace (University of Auckland) (submittedVersion, other-oa)
Funders: American Educational Research Association
University of Auckland
Ministry of Education- New Zealand
Topics: Social Sciences › Education › Student Assessment and Feedback
Social Sciences › Education › Evaluation of Teaching Practices
Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
Keywords: classroom feedback, student perceptions of feedback, written comments, GRADE, assessment for learning, student-centered assessment, primary and secondary school students, student drawings, New Zealand students

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