Unpacking Students' Engagement with Feedback: Pedagogy and Partnership in Practice

Learners of all levels receive feedback from teachers, coaches, parents, peers, and personal assessment beliefs. This volume explores the complexity of students' engagement with feedback, the diversity of teachers' feedback practices, and the influence of personal assessment beliefs in tension with prevailing contexts. It offers insights into new ways for learners to engage with feedback beyond recipience and uptake, and is useful for teachers, university teacher educators, and researchers working to design and enact new ways of engaging with feedback in schools and beyond.

Format: Paperback / softback
Length: 174 pages
Publication date: 01 November 2023
Publisher: Taylor & Francis Ltd

Learners of all levels receive a plethora of feedback messages on a daily – or even hourly – basis. Teachers, coaches, parents, peers – all have suggestions and advice on how to improve or sustain a certain level of performance. This volume offers insights into the complexity of students' engagement with feedback, the diversity of teachers' feedback practices, and the influence of personal assessment beliefs in tension with prevailing contexts. It focuses on two main sections: what is students' engagement with feedback? And what is the variety of teachers' feedback practices? Under these themes, the content covers a broad range of key topics pertaining to instructional feedback, how it operates in a classroom, and how students engage with feedback. Unarguably, feedback is a key element of successful instructional practices – however, we also know that (a) learners often dread it and dismiss it, and (b) the effectiveness of feedback varies depending on teachers and students' characteristics, specific characteristics of feedback messages that learners receive, as well as a number of contextual variables. What this volume articulates are new ways for learners to engage with feedback beyond receipt and uptake. With nuanced insights for research and practice, this book will be most useful to teachers, university teacher educators, and researchers working to design and enact new ways of engaging with feedback in schools and beyond.

Learners of all levels receive a plethora of feedback messages on a daily – or even hourly – basis. Teachers, coaches, parents, peers – all have suggestions and advice on how to improve or sustain a certain level of performance. This volume offers insights into the complexity of students' engagement with feedback, the diversity of teachers' feedback practices, and the influence of personal assessment beliefs in tension with prevailing contexts. It focuses on two main sections: what is students' engagement with feedback? And what is the variety of teachers' feedback practices? Under these themes, the content covers a broad range of key topics pertaining to instructional feedback, how it operates in a classroom, and how students engage with feedback. Unarguably, feedback is a key element of successful instructional practices – however, we also know that (a) learners often dread it and dismiss it, and (b) the effectiveness of feedback varies depending on teachers and students' characteristics, specific characteristics of feedback messages that learners receive, as well as a number of contextual variables. What this volume articulates are new ways for learners to engage with feedback beyond receipt and uptake. With nuanced insights for research and practice, this book will be most useful to teachers, university teacher educators, and researchers working to design and enact new ways of engaging with feedback in schools and beyond.

Dimension: 234 x 156 (mm)
ISBN-13: 9781032320410