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    Written teacher feedback: Reflections of year seven music students

    Access Status
    Fulltext not available
    Authors
    Goh, Kimberley
    Walker, Rebecca
    Date
    2018
    Type
    Journal Article
    
    Metadata
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    Citation
    Goh, K. and Walker, R. 2018. Written teacher feedback: Reflections of year seven music students. Australian Journal of Teacher Education. 43 (12): pp. 30-41.
    Source Title
    Australian Journal of Teacher Education
    DOI
    10.14221/ajte.2018v43n12.3
    ISSN
    1835-517X
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/74313
    Collection
    • Curtin Research Publications
    Abstract

    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 a key element of quality teaching. 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 by students. The overall purpose of this research was to explore how ten Year Seven students (aged 12-13) reflected on and responded to written teacher feedback on a music history/appreciation project. Data from this pilot study revealed that students reflected on and responded to feedback based on personal features, task perceptions and individual choices. Findings from this study are relevant to teachers and teacher educators interested in improving classroom feedback practices.

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