Feedback is indispensable if the potential gains of formative assessment are to be realised in the classroom. Therefore, this explanatory sequential mixed methods study sought to describe the feedback content and process of 1088 Jamaican secondary school teachers in general before exploring the practices of 32 teachers of English. Data analysis…

The purpose of this research study was to examine in-service teachers' perceptions about, attention to, and use of two different types of written formative feedback designed to support them in developing their ability to engage in one core teaching practice: facilitating discussions that engage students in scientific argumentation. This core…

Teacher workload is an important policy concern in many education systems around the world, often considered a contributory factor in teacher attrition. One aspect of workload that could be addressed is reducing the amount of written marking and feedback that teachers do. This article reports on the results of an evaluation of FLASH Marking, an…

Teachers use feedback to modify student thinking or behaviour to improve their learning. In order for students to achieve better, teachers must use different strategies and ways of teaching. In this article we reflect on the practical application and impact that written and verbal feedback have on learners. Through the research reported on here we…

The study focused on supporting the distinct processes of assessment and providing feedback within a peer feedback setting in teacher education and investigates the effects on student teachers' self-efficacy and feedback quality in a quasi-experiment. Student teachers (n = 129) were asked to repeatedly provide peer feedback on learning strategies…

Formative assessment is widely accepted as being crucial to promoting student learning and, since 2010, the UK General Medical Council has mandated its use in workplace-based clinical training for all new doctors. As a result, the Royal College of Radiologists (RCR) instituted a range of formative workplace-based assessments including the…

As we begin the third decade of the twenty-first century, in countries where English is the second or foreign language, the goal of internationalization is causing a rise in university first language-English bilingual science courses. Even though bilingual written scientific argumentation (BWSA)--a twenty-first-century skill--is an essential…

Student feedback is established as an imperative learning and teaching technique, but feedback from students is less likely. The potential of feedback to boost learning outcomes refers to scholarly writing and is considered together as one of the most impressive methods for enhancing the success of students. In education, there is, nevertheless a…

This article examines the abandonment of talk-based assessment in favour of written exams, even when writing results in less valid assessment. It points to substantial experience of assessment through talk in English and media studies and points to its potential use in other subjects. It is followed by an example, originally designed by the…

Pedagogic discourse on feedback has shifted away from teachers' actions towards how it is used by students to improve their work and learning strategies. In architecture programmes feedback occurs through a combination of methods; this paper presents the outcomes of a questionnaire study researching undergraduate and postgraduate students'…

This article addresses written feedback to students' drafts and provides insight into teachers' formative assessment practices. Data are taken from a large cross-disciplinary project on writing and assessment in Norway and comprises a sample of 7th graders' writing processes from 11 schools. Teachers' comments are categorised according to…

Classroom assessment has always been an indispensible and integral part of any curriculum. In particular, assessment plays the role of reporting students' learning summatively (assessment of learning), providing diagnostic and formative information for teachers to inform their instruction (assessment for learning); more recently, Earl (2013)…

Individual written feedback in the form of teacher marking of student classwork is widely understood to benefit students, but remains under-researched. We analysed how 1736 student science activities within 82 seventh-grade classrooms from a representative sample of 57 primary schools in Buenos Aires, Argentina, were marked. Results indicated that…

This paper uses student voice to explore whether and why audio feedback can be a preferred form of formative assessment to written marking in the English classroom. The research is a qualitative case study of the views of 28 questionnaire respondents and seven interviewees aged 14-15 years old with regards to their experiences of audio feedback.…

This paper presents results of a study investigating four teaching methods used to introduce Chinese characters to beginner learners of Chinese as a foreign language (CFL) in an Irish secondary school between September 2016 and October 2016. Approximately 98 learners aged 14-16 were divided into four groups and taught for two one-hour classes per…