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…

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…

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…

Written feedback provided by the teacher to his or her students is an important aspect of formative assessment. After a theoretical introduction to teacher prerequisites for giving feedback and to the quality of written feedback in general, results from an implementation of feedback methods in classrooms will be described for the cases of Germany,…

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…

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…

This study is aimed at investigating the level of teacher-written feedback self-efficacy among Malaysian secondary school teachers and the influence of teachers' age, gender, qualifications and teaching experiences on their written feedback self-efficacy. Bandura (1986) had mentioned that of all the different aspects of self-knowledge, none is…

In this article we report on the association between teacher feedback and scholastic attainment at Secondary School Certificate (SSC) level in Pakistan. The study was conducted with data collected from Pakistani secondary school teachers and students through a survey study using multistage sampling. The objectives of the study were (1) to explore…

Whether or not the scores for multiple-choice questions (MCQs) and written questions (WQs) in formative assessments are the same, has been a subject of intense scrutiny. However, the evidence for their similarity at different levels of cognitive ability in applied courses has not been sufficiently documented. This study analysed the comparability…

In this article, I confine myself to the situation in England that offers a paradigm example of one of the fundamental tensions besetting teaching and assessing writing: the stranglehold of an individualistic view of writing development as opposed to a more socio-cultural perspective. Examining the uses of summative assessment for accountability…