出版社：Australian Institutes for Educational Research
摘要：Effective feedback is a key element of quality teaching and widely recognised in teacher professional standards. Feedback has been linked to student learning and achievement with their experiences and perceptions potentially influencing how they process, respond and use feedback. There is a growing body of research that is examining students' experiences and perceptions of feedback; however, less is known about group differences that may exist for students. This paper reports on a pilot study investigation of school year level and gender group differences in secondary school students' perceptions of feedback (N = 1887) at a secondary high school in Western Australia. The findings reveal group differences in feedback perceptions and experiences according to gender and school year in areas such as feedback preferences. However, there were similarities found in aspects such as students' positive and negative experiences of feedback and the strategies they used to respond to feedback. These insights aim to contribute to understandings about how different groups of students perceive feedback and what constitutes effective feedback for them in better supporting their learning needs.
