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    Expert teacher perceptions of two-way feedback interaction

    Access Status
    Fulltext not available
    Authors
    Tan, F.D.H.
    Whipp, P.R.
    Gagné, Marylène
    Van Quaquebeke, N.
    Date
    2020
    Type
    Journal Article
    
    Metadata
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    Citation
    Tan, F.D.H. and Whipp, P.R. and Gagné, M. and Van Quaquebeke, N. 2020. Expert teacher perceptions of two-way feedback interaction. Teaching and Teacher Education. 87: ARTN 102930.
    Source Title
    Teaching and Teacher Education
    DOI
    10.1016/j.tate.2019.102930
    ISSN
    0742-051X
    URI
    http://hdl.handle.net/20.500.11937/82436
    Collection
    • Curtin Research Publications
    Abstract

    The importance and influence of feedback is well-established in the literature (Hattie, 2009). The purpose of feedback is to improve learning (Voerman, Meijer, Korthagen, & Simons, 2012) by reducing discrepancies (Hattie, 2007), closing gaps (Sadler, 2010), and improving one's knowledge, and skill acquisition (Moreno, 2004). However, there is disjuncture concerning the effectiveness of unilateral or one-way feedback. Unilateral feedback has been critiqued for its failure to productively engage, guide learning, and monitor performance (Price, Handley, & Millar, 2011; Sadler, 1989). Despite calls to focus feedback on student learning outcomes (Hattie, 2009; Voerman et al., 2012), a third of feedback interventions have reported a decrease in student performance (Kluger & DeNisi, 1996). Research informs that feedback that focuses on self instead of task inhibits learning (Kluger & DeNisi, 1996; Shute, 2008). On the other hand, feedback that focuses on self-regulation, task, and cognitive processing enhances learning (Hattie & Timperley, 2007; Shute, 2008). However, teachers are observed delivering one-way feedback, rather than facilitating learning (Blair & Ginty, 2013; Van den Berghe, Ros, & Beijaard, 2013), and appear ‘to close down opportunities for exploring student learning rather than opening them up’ (Torrance & Pryor, 1988, p. 621). That is, self-focussed unilateral feedbackthwarts the potential to promote learning (Burke, 2009).

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