Tendencies and Characteristics of Feedback Given by Primary English Language Teachers in Croatia
DOI:
https://doi.org/10.4312/elope.14.2.85-102Keywords:
assessment approaches, assessment for learning, feedback, formative assessmentAbstract
Feedback is a constituent part of three assessment approaches: assessment for/as/of learning. Feedback about students’ learning and performance differs in the three approaches with respect to manner and purpose. Feedback associated with assessment of learning is representative of the traditional way of teaching, its role reduced to mere reporting of a score or grade. However, in the context of assessment for learning and assessment as learning, feedback plays a more significant role. It implies having a clear understanding of how, when and why feedback is given in addition to involving students in giving feedback. This preliminary research on a sample of primary school English language teachers in Croatia focuses on tendencies in giving feedback and some general characteristics of feedback given to students within the assessment for learning approach. Teachers’ estimates of their competence in providing feedback and their needs in this particular area of assessment are revealed. The results will pinpoint areas which require further research for the purpose of more closely adhering to the principles of assessment for learning and assessment as learning in English language teaching.
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Copyright (c) 2017 Ivana Cindrić, Snježana Pavić
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