The DOI matches its Crossref record; 37 of the 38 references it cites were found in a registry or an index.
Student perceptions of classroom feedback
Abstract
Feedback to students has been identified as a key strategy in learning and teaching, but we know less about how feedback is understood by students. The purpose of this study is to gain more insight into lower secondary students’ perceptions of when and how they find classroom feedback useful. This article draws on data generated through individual interviews with 11 students representing four lower secondary schools (grades 8–10, aged 13–15) in Norway. Feedback types are identified from students’ perceptions, coded and indexed. A feedback typology is designed to provide a framework which can be used to reflect on useful classroom feedback based on lower secondary school students’ perceptions.
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In the citing paper
“Timing of feedback: Think about how and when students can use feedback (Bryant & Carless, 2010), and provide time and opportunity for students to use the feedback (Gamlem & Smith, 2013).”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Gamlem & Smith, 2013
In the citing paper
“Type of feedback: Teachers can provide feedback in terms of performance, effort, or achievement (Gamlem & Smith, 2013).”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Gamlem & Smith, 2013
In the citing paper
“Several studies focused on peer-and self-assessment as a way of involving students”
From Formative assessment: A systematic review of critical teacher prerequisites for classroom practice (2020) · cites this paper as Gamlem & Smith, 2013
In the citing paper
“Dialogic feedback interactions might help students construct a path forward but is seldom employed in the classroom setting (Gamlem and Smith, 2013).”
From Same assignment—two different feedback contexts: lower secondary students’ experiences with feedback during a three draft writing process (2025) · cites this paper as Gamlem and Smith, 2013
In the citing paper
“Gamlem and Smith (2013) highlighted that peer feedback can sometimes be perceived as damaging due to disrespectful behaviors exhibited by peers during the feedback process.”
From Same assignment—two different feedback contexts: lower secondary students’ experiences with feedback during a three draft writing process (2025) · cites this paper as Gamlem and Smith, 2013
In the citing paper
“Emotionally, these perceptions left students feeling frustrated and attacked instead of motivated.”
From The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing (2022) · cites this paper as Gamlem and Smith (2013)
In the citing paper
“Cognitively, students found it difficult to make meaning out of vague feedback that did not elaborate on how they could improve (e.g., “write more, work harder or give a richer description when they find they have told everything they know” [p.159]).”
From The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing (2022) · cites this paper as Gamlem and Smith (2013)
In the citing paper
“Students judged the feedback as more valuable and desirable by students when it required them to think about their work (Gamlem and Smith, 2013).”
From The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing (2022) · cites this paper as Gamlem and Smith, 2013
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“A feedback typology was designed by Gamlem & Smith (2013) to provide a framework which can be used to re ect on useful classroom feedback based on lower secondary school students’ perceptions.”
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“However, Gamlem and Smith (2013) pointed out that it was the least understood aspect in teaching- learning process.”
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“This can partly be explained through feedback not containing concrete suggestions on how to improve the work (Gamlem & Smith, 2013; Jönsson, 2013).”
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“Knowledge of pupilś reading skills and how pupils seek and use feedback to complete tasks, resolve problems, and self-regulate (Andrade, 2010; Gamlem & Smith, 2013; Hattie & Timperley, 2007) is, in this article, understood in terms of a hinge for supporting “deeper learning” (Darling-Hammond &…”
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“Similarly, Gamlem and Smith (2013) showed that students find feedback useful, but this is also dependent on the teacher’s practice of providing time and opportunity to revise their work.”
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“One goal of AfL practices is to support students to become proactive and autonomous learners who understand and act upon the feedback they receive from teachers (Gamlem & Smith, 2013).”
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“…sharon@sentioeducation.com.au Griffith University, Australia © 2018 Drama Australia literature revealed a number of small-scale studies focusing on students’ perspectives of teacher feedback in secondary school contexts (Carnell 2000; Gamlem and Smith 2013; Kerr 2017; Plank, Dixon, and Ward 2014).”
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“Feedback given to students can be recognized as a crucial strategy in learning and teaching [75].”
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Feedback practices at school in home confinement at primary level during the Covid 19-pandemic
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The Essence of Giving Feedback on the Saudi Students' Reading Performance at Taibah University
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Konuşma Becerisinin Geliştirilmesi Sürecine Yönelik Bir Geribildirim Sınıflaması
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Hopfenbeck, T. N. (2026) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2026.2673251
“Among the Nordic countries, Norway has been described as the most directly influenced by Black and Wiliam’s work (Tveit, 2014), as seen in assessment studies of classrooms in secondary schools (Gamlem & Smith, 2013).”
Metadata
- Authors
- Gamlem, S. M., & Smith, K.
- Affiliations
- Volda University College (NO)
- University of Bergen (NO)
- Corresponding author
- Gamlem, Siv M.
- Venue
- Assessment in Education: Principles, Policy & Practice
- Publisher
- Informa UK Limited
- Published
- 2013-01-22
- Volume
- 20
- Issue
- 2
- Pages
- 150-169
- ISSN
- 0969-594X (ISSN-L)
- 1465-329X
- OpenAlex
- W2100654949
- Semantic Scholar
- 073d7b63b913a2d6b8291c7f34593fe616a2cdd6
- Cited by
- 184
- References
- 38
- Citations by year
- 2026: 5 · 2025: 8 · 2024: 19 · 2023: 17 · 2022: 23 · 2021: 22 · 2020: 17 · 2019: 18 · 2018: 17 · 2017: 12 · 2016: 9 · 2015: 16 · 2014: 1
- FWCI
- 41.33
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Assessment in Education Principles Policy and Practice (publishedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Psychology › Social Psychology › Communication in Education and Healthcare
- Keywords
- classroom feedback, student perceptions, junior high school students, feedback types, learning and teaching
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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