liu.seSearch for publications in DiVA
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
A categorization of teacher feedback in the classroom: A field study on feedback based on routine classroom assessment in primary school
Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning.
Stockholm University, Sweden.
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0001-9233-3862
2017 (English)In: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146, Vol. 32, no 3, 316-332 p.Article in journal (Refereed) Published
Abstract [en]

The aim of the present study was to examine and categorise teachers’ strategies for feedback in day-to-day communication in primary school. The different feedback categories constructed and grounded in data are applicable to feedback on learning and knowledge as well as on behavioural skills. Qualitative classroom observations were conducted in four primary school classrooms, including a total of four teachers and 75 students. A constructivist grounded theory approach was used throughout the analytical process. The analysis of the field data generated five main categories of feedback focuses: expecting, emotionally responding, normalising, steering, and deliberating. The categories are all broad, yet with sub-categories specific and nuanced, presenting concepts by which we can verbalize and communicate teachers’ feedback strategies.  The categories place teachers’ feedback actions in a landscape, not on a linear axis. The complexity of feedback, as it is shown in the present study challenges a dichotomisation of feedback and captures more of a complexity of classroom assessment.

Place, publisher, year, edition, pages
2017. Vol. 32, no 3, 316-332 p.
Keyword [en]
teacher feedback, classroom feedback, classroom assessment, feedback strategies, primary school, elementary school, classroom observations
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-132021DOI: 10.1080/02671522.2016.1225787ISI: 000400782200003OAI: oai:DiVA.org:liu-132021DiVA: diva2:1037261
Available from: 2016-10-14 Created: 2016-10-14 Last updated: 2017-06-13Bibliographically approved

Open Access in DiVA

No full text

Other links

Publisher's full text

Search in DiVA

By author/editor
Eriksson, ElisabethThornberg, Robert
By organisation
Faculty of Educational SciencesEducation, Teaching and Learning
In the same journal
Research Papers in Education
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 72 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf