Inquiring into children’s experiences of teacher feedback: Reconceptualising Assessment for Learning

Hargreaves, Eleanore

doi:10.1080/03054985.2013.787922

Cited by 81Student Assessment and FeedbackEducational and Psychological AssessmentsEvaluation of Teaching Practices

Inquiring into children’s experiences of teacher feedback: Reconceptualising Assessment for Learning

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Hargreaves, Eleanore·2013·Oxford Review of Education

DOI 10.1080/03054985.2013.787922

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Abstract

Few previous studies have explored in detail how children respond affectively and cognitively to feedback in the normal interactions of the primary school classroom and how they relate feedback to their sense of autonomy. This paper reports on a longitudinal study of nine ‘profile’ children aged 9 to 10 years in a UK school. They were observed and video-filmed in threes, twos or individually during literacy and numeracy lessons across two terms from January to July 2010. The video-recordings were shown later the same day to the children who had been filmed, being stopped at frequent intervals to allow the participants to comment on specific feedback incidents. The children claimed that learning was frustrated by overly directive feedback and that their learning benefited when the teacher’s feedback included substantial but not burdensome detail. The children felt their learning was supported by feedback reminder cues and they noticed that negative and positive feedback provoked emotions which could interfere with or support learning. The article concludes by suggesting that Assessment for Learning might be conceptualised as a classroom conversation in which children as well as teachers assess how teacher feedback relates to children’s learning, which would itself constitute a major contribution to their autonomous learning.

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From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Hargreaves, 2013
High-quality feedback that is honest, concise and yet sufficiently detailed is needed for teacher feedback to facilitate student learning.
“Content: High-quality feedback is needed that is honest, concise and yet sufficiently detailed (Fox-Turnbull, 2006; Hargreaves, 2013; Peterson & Irving, 2008).”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Hargreaves, 2013

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Authors: Hargreaves, E.
Affiliations: University of London (GB)
Corresponding author: Hargreaves, Eleanore
ORCID: Hargreaves, Eleanore
Venue: Oxford Review of Education
Publisher: Informa UK Limited
Published: 2013-04
Volume: 39
Issue: 2
Pages: 229-246
ISSN: 0305-4985 (ISSN-L)
1465-3915
DOI: 10.1080/03054985.2013.787922
OpenAlex: W2115228124
Cited by: 81
References: 37
Citations by year: 2026: 4 · 2025: 5 · 2024: 3 · 2023: 7 · 2022: 6 · 2021: 9 · 2020: 9 · 2019: 10 · 2018: 7 · 2017: 7 · 2016: 5 · 2015: 6 · 2014: 3
FWCI: 22.58
Type: journal article
Language: en
Open access: green
discovery.ucl.ac.uk
Locations: Oxford Review of Education (publishedVersion)
UCL Discovery (University College London) (submittedVersion)
Topics: Social Sciences › Education › Student Assessment and Feedback
Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
Social Sciences › Education › Evaluation of Teaching Practices
Keywords: teacher feedback, assessment for learning, student independence, classroom conversation, elementary school, self-directed learning

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Inquiring into children’s experiences of teacher feedback: Reconceptualising Assessment for Learning

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