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ORIGINAL RESEARCH article

Front. Educ.
Sec. Assessment, Testing and Applied Measurement
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1433184
This article is part of the Research Topic Student Voices in Formative Assessment Feedback View all articles

"It actually helped": Students' perceptions of feedback helpfulness prior to and following a teacher professional learning intervention

Provisionally accepted
Cameron Brooks Cameron Brooks 1Rochelle Burton Rochelle Burton 1Fabienne M. Van Der Kleij Fabienne M. Van Der Kleij 1*Christina Ablaza Christina Ablaza 1Annemaree Carroll Annemaree Carroll 1John Hattie John Hattie 2Jaime Garcia Salinas Jaime Garcia Salinas 1
  • 1 The University of Queensland, Brisbane, Queensland, Australia
  • 2 The University of Melbourne, Parkville, Victoria, Australia

The final, formatted version of the article will be published soon.

    This study investigated the effects of a teacher professional learning intervention, underpinned by a student-centred model of feedback, on student perceptions of feedback helpfulness. The study was conducted in the context of primary education English writing in Queensland, Australia. No overall differences in feedback perceptions of students in 13 intervention and 9 comparison schools were identified following the intervention. However, more detailed analyses revealed significantly greater increases in perceived helpfulness among intervention group students for six feedback strategies. This suggests the intervention changed teachers' feedback practices, enhancing student perceptions of feedback helpfulness. Student focus group data provided valuable qualitative insights into student feedback perceptions. Overall findings highlight the interrelatedness between feedback strategies across the feedback cycle for enhancing student learning.

    Keywords: Feedback, Student perceptions, teacher professional learning, Primary education, Mixed methods < Research methodology

    Received: 15 May 2024; Accepted: 19 Jul 2024.

    Copyright: © 2024 Brooks, Burton, Van Der Kleij, Ablaza, Carroll, Hattie and Garcia Salinas. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Fabienne M. Van Der Kleij, The University of Queensland, Brisbane, 4072, Queensland, Australia

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.