Is “Excellent” good enough?

Article English OPEN
Engelsen, Knut ; Smith, Kari (2010)
  • Publisher: Education Inquiry
  • Journal: Education Inquiry (issn: 2000-4508)
  • Related identifiers: doi: 10.3402/edui.v1i4.21954
  • Subject: assessment, feedback, feed-forward, self-regulation, professional development

Both national and international evaluation studies have criticised Norwegian teachers for not being sufficiently specific and learning-oriented in their feedback practice. The feedback is largely characterised by general comments such as “Excellent” and “Good work”, and less by feed-forwardoriented messages informing students about what to do to improve their learning. In this paper we examine teachers’ feedback practice as part of a 3-year research and development project in two Norwegian primary schools. The students involved cover ages 9 to 12. Through the study we have aimed to develop a deeper understanding of how assessment practices among teachers are developed during practice and in dialogue with theory and research evidence, with a particular emphasis on how the teachers differentiated their teaching in relation to students with different abilities. The findings suggest that the teachers provide little and vague learning promoting to low-achieving students. It appears that these students most often receive feedback that is meant to strengthen their self-efficacy, rather than informative learning-oriented, feed-forward comments. A key question seems to be how to help those students in order to empower them as self-regulated learners.Keywords: assessment, feedback, feed-forward, self-regulation, professional development(Published: 1 December 2010)Citation: Education Inquiry Vol. 1, No. 4, December 2010, pp.415–431
  • References (22)
    22 references, page 1 of 3

    Atkinson, J. W. (1974) A Theory of Achievement Motivation. Huntington, N.Y.: Krieger.

    Bandura, A. (1986) Social Foundation of Thought and Action. A Social Cognitive Theory. N.J.: Prentice Hall.

    Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004) Working Inside the Black Box: Assessment for Learning in the Classroom. (Cover story). Phi Delta Kappan, 86(1), 9.

    Black, P., & Wiliam, D. (1998) Assessment and classroom learning. Assessment in Education, 5(1), 7-73.

    Black, P., & Wiliam, D. (2009) Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31.

    Coffield, F., Ecclestone, K., Hall, E., & Moseley, D. (2004) Learning styles and pedagogy in post16 learning. UK: Learning and Skills Development Agency.

    Creswell, J. (1998) Qualitative Inquiry and Research Design; Choosing Among Five Traditions. London, New Delhi, Thousand Oaks: Sage Publications.

    Frieze, I. H. (1980) Beliefs about Success and Failure in the Classroom. In J. H. McMillam (ed.), The Social Psychology of School Learning (pp. 39-78). New York: Academic Press.

    Grønmo, L. S., Bergem, O. K., Kjaernsli, M., Lie, S., & Turmo, A. (2004) Hva i all verden har skjedd i realfagene? Norske elevers prestasjoner i matematikk og naturfag i TIMSS 2003. [What in the world has happened with the scientific subjects? Norwegian students' performences in Maths and Science - TIMSS 2003.]. Oslo: Institutt for laererutdanning og skoleutvikling, Universitetet i Oslo.

    Hattie, J. (2003) Teachers make a difference. What is the research evidence? Paper presented at the conference Australian Council for Educational Research, Oct. 2003.

  • Similar Research Results (4)
  • Metrics
    No metrics available
Share - Bookmark