Curtin University Homepage
  • Library
  • Help
    • Admin

    espace - Curtin’s institutional repository

    JavaScript is disabled for your browser. Some features of this site may not work without it.
    View Item 
    • espace Home
    • espace
    • Curtin Research Publications
    • View Item
    • espace Home
    • espace
    • Curtin Research Publications
    • View Item

    Written feedback: Exploring the reflections of year seven music students in a Perth college.

    Access Status
    Fulltext not available
    Authors
    Goh, K.
    Walker, Rebecca
    Date
    2015
    Type
    Conference Paper
    
    Metadata
    Show full item record
    Citation
    Goh, K. and Walker, R. 2015. Written feedback: Exploring the reflections of year seven music students in a Perth college, in Proceedings of the Australian Association for Research and Education Conference Proceedings, Nov 29 - Dec 02 2015. Fremantle, W.A.: AARE.
    Source Title
    AARE 2015 Conference Proceedings
    Additional URLs
    http://www.aare.edu.au/publications-database.php/9848/written-feedback-exploring-the-reflections-of-year-seven-music-students-in-a-perth-college
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/14813
    Collection
    • Curtin Research Publications
    Abstract

    Feedback to students is often identified as being a critical element of teaching, learning and assessment. It is also recognised as having a powerful effect on student learning and achievement. Much research has been conducted into what constitutes effective feedback. Yet in spite of this existing knowledge, evidence suggests that feedback continues to be poorly received and infrequently used by students. This anomaly raises important questions relating to how students understand and respond to feedback. This paper will present the findings of a pilot project that sought to explore this anomaly. The pilot project was a small-scale action research study that was conducted with ten Year Seven music students from an independent college in Western Australia. Students were required to submit a music history/appreciation project for assessment as part of the normal teaching and learning program. Task-oriented written feedback was provided by the teacher during the completion of the project and after the submission of the project. Students’ reflections and responses to both rounds of teacher feedback were collected through the use of a feedback reflection questionnaire. This questionnaire was based on Quinton and Smallbone’s (2010) framework and contained six open-ended items. Items were designed to elicit students’ affective and cognitive responses to the feedback they received. Student work was also collected to provide supplementary data and to verify how students acted upon feedback. Data generated from the study were inductively and thematically analysed following an interpretative approach. Findings from the study revealed three key themes: students reflect on and respond to feedback based on 1) personal features, 2) task perceptions and 3) individual choices. The cognitive decisions that Year Seven students made when receiving and responding to feedback was a noteworthy finding. Due to the nature of the study, it is acknowledged that students’ awareness of the research focus may have influenced their subsequent responses to the feedback they received. This was a consideration in the interpretation of the results. The paper will elaborate on the three key themes that emerged from the study. It will also address implications for classroom practice and make recommendations for future research.

    Related items

    Showing items related by title, author, creator and subject.

    • Students' Attitudes towards Computer-Mediated Audio Feedback
      Giridharan, Beena; Gopalai, Alpha; Krishnan, Murali; Lau, Crystal (2013)
      This paper reports from an ongoing study investigating students’ attitudes towards computer mediated audio feedback. There is adequate research evidence to support the notion that feedback affects student learning positively, ...
    • Written teacher feedback: Reflections of year seven music students
      Goh, Kimberley; Walker, Rebecca (2018)
      Providing effective feedback to students is a significant issue for Australian educators. The ability to provide effective feedback comprises one of the Australian Professional Standards for Teachers and is seen as being ...
    • The effectiveness of an outreach programme in science and mathematics for disadvantaged grade 12 students in South Africa
      Hartley, Mogamat S. (2002)
      This study was designed to evaluate the effectiveness of a computer-based outreach programme that addresses one aspect of a national strategic recommendation in South Africa. This outreach programme, which started in 1982, ...
    Advanced search

    Browse

    Communities & CollectionsIssue DateAuthorTitleSubjectDocument TypeThis CollectionIssue DateAuthorTitleSubjectDocument Type

    My Account

    Admin

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    Follow Curtin

    • 
    • 
    • 
    • 
    • 

    CRICOS Provider Code: 00301JABN: 99 143 842 569TEQSA: PRV12158

    Copyright | Disclaimer | Privacy statement | Accessibility

    Curtin would like to pay respect to the Aboriginal and Torres Strait Islander members of our community by acknowledging the traditional owners of the land on which the Perth campus is located, the Whadjuk people of the Nyungar Nation; and on our Kalgoorlie campus, the Wongutha people of the North-Eastern Goldfields.