Teachers’ Qualitatively Different Ways of Experiencing Assessment Feedback: Implications for Teacher Assessment Literacy
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Rachel Goh
Rachel GOH (the corresponding author) is Senior Specialist at the English Language Institute of Singapore. As a senior teacher of English language for several years, she has championed action research, led professional learning teams and mentored beginning teachers, out of which, grew her interest in teacher learning, lesson study and assessment for learning.
and
Kelvin Heng Kiat Tan
Kelvin TAN is Associate Professor in the Learning Sciences and Assessment Academic Group, National Institute of Education, Singapore. His areas of teaching and advisement revolve around curriculum, assessment, reflection and learning, and his current research focuses on devising ways to help learners make sense, and make use, of instructional feedback.
Abstract
Assessment feedback is an important aspect of teacher assessment literacy which can be understood along three interrelated dimensions: conceptual in terms of conceptions teachers have of feedback, praxeological regarding feedback practice, and socio-emotional which relates to how teachers attend to the emotional dynamics of assessment from the students’ perspective (Pastore & Andrade, 2019). This paper presents the findings of a phenomenographic study involving 15 teachers in Singapore schools that explored their qualitatively different ways of experiencing assessment feedback. Drawing on the variation theory perspective, the analysis of interview data resulted in five teachers’ conceptions of assessment feedback that shed light on the non-static nature of feedback engagement. These conceptions represent the variation in teachers’ qualitatively different ways of experiencing assessment feedback, and ranged from feedback as inspection of students (emphasizing mistakes) to feedback as introspection for students (emphasizing reflection on feedback). The findings show the potential that teachers can aspire to move from level to level, depending on contexts and students. Insights on the continuum of teacher assessment feedback literacy are drawn. Implications for developing teacher assessment literacy are discussed to assist teachers in reviewing their conceptions of assessment feedback beliefs and enhancing assessment feedback practices beyond improving academic learning.
About the authors
Rachel GOH (the corresponding author) is Senior Specialist at the English Language Institute of Singapore. As a senior teacher of English language for several years, she has championed action research, led professional learning teams and mentored beginning teachers, out of which, grew her interest in teacher learning, lesson study and assessment for learning.
Kelvin TAN is Associate Professor in the Learning Sciences and Assessment Academic Group, National Institute of Education, Singapore. His areas of teaching and advisement revolve around curriculum, assessment, reflection and learning, and his current research focuses on devising ways to help learners make sense, and make use, of instructional feedback.
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Acknowledgments
This study was funded by Singapore Ministry of Education (MOE) under the Education Research Funding Programme (OER 02/19 KTHK) and administered by National Institute of Education (NIE), Nanyang Technological University, Singapore. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the Singapore MOE and NIE.
© 2023 FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy
Articles in the same Issue
- Frontmatter
- Developing Assessment Literacy for Classroom-Based Formative Assessment
- Assessment Literacy in a Better Assessment Future
- Assessment Literacy: Changing Cultures, Enculturing Change in Hong Kong
- Developing Classroom-Based Formative Assessment Literacy: An EFL Teacher’s Journey
- A Tale of Two Teachers: Construction of Novice University English Teachers’ Assessment Identity
- How Personal, Experiential, and Contextual Factors Mediate EFL Teachers’ Conceptions of Assessment: A Narrative Study
- Teachers’ Qualitatively Different Ways of Experiencing Assessment Feedback: Implications for Teacher Assessment Literacy
- Peer Review Circles: The Value of Working in Triadic Groups and Oral Observational Peer Feedback in the Development of Student Feedback Literacy
- A Difficulty-Informed Approach to Developing Language Assessment Literacy for Classroom Purposes
- Understanding and Implementing Learning-Oriented Assessment: Evidence From Three Chinese Junior High School EFL Teachers
- Chinese Abstracts
Articles in the same Issue
- Frontmatter
- Developing Assessment Literacy for Classroom-Based Formative Assessment
- Assessment Literacy in a Better Assessment Future
- Assessment Literacy: Changing Cultures, Enculturing Change in Hong Kong
- Developing Classroom-Based Formative Assessment Literacy: An EFL Teacher’s Journey
- A Tale of Two Teachers: Construction of Novice University English Teachers’ Assessment Identity
- How Personal, Experiential, and Contextual Factors Mediate EFL Teachers’ Conceptions of Assessment: A Narrative Study
- Teachers’ Qualitatively Different Ways of Experiencing Assessment Feedback: Implications for Teacher Assessment Literacy
- Peer Review Circles: The Value of Working in Triadic Groups and Oral Observational Peer Feedback in the Development of Student Feedback Literacy
- A Difficulty-Informed Approach to Developing Language Assessment Literacy for Classroom Purposes
- Understanding and Implementing Learning-Oriented Assessment: Evidence From Three Chinese Junior High School EFL Teachers
- Chinese Abstracts
