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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“Research has also found that feedback as extrinsic rewards often leads students to place more emphasis on incentives, which result in greater evaluation and completion, rather than enhanced engagement in learning (Deci, Koestner, and Ryan 1999).”
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Cited by
Sorted by citations
Formative assessment: A systematic review of critical teacher prerequisites for classroom practice
Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020) · International Journal of Educational Research · doi:10.1016/j.ijer.2020.101602 · Cited by 330
A systematic review of prerequisites for implementing assessment for learning in classroom practice
Heitink, M. C., der Kleij, F. M. V., Veldkamp, B. P., Schildkamp, K., & Kippers, W. B. (2015) · Educational Research Review · doi:10.1016/j.edurev.2015.12.002 · Cited by 304
Reconsidering student feedback literacy from an ecological perspective
Chong, S. W. (2020) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2020.1730765 · Cited by 276
Student Perceptions of Assessment Feedback: A Critical Scoping Review and Call for Research
Van der Kleij, F. M., & Lipnevich, A. A. (2021) · Educational Assessment, Evaluation and Accountability · doi:10.1007/s11092-020-09331-x · Cited by 189
“…to be in place for students to successfully engage with feedback to improve their learning involves at least the following aspects (Carless, 2006; Gamlem & Smith, 2013; Handley et al., 2011; Hargreaves, 2011; Havnes et al., 2012; Jonsson & Panadero, 2018; Nicol, 2013): willingness to attend to…”
Backgroundder Kleij, F. M. V. (2019) · Teaching and Teacher Education · doi:10.1016/j.tate.2019.06.010 · Cited by 175
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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