Students’ engagement across a typology of teacher feedback practices

The provision of feedback is widely practised as part formative assessment. However, studies that examine the impact are usually from teachers’ perspective, focusing on why and how they provide feedback. Fewer students’ especially in way experience, make sense take up their This paper provides empirical evidence student engagement with different patterns teacher written essays. Data were gathered 45 students (from 5 schools) through group interviews analysis artefacts three rounds writing tasks. findings affective, behavioural cognitive surfaced conditions will contribute to skill act implications both assessment literacy discussed. discussion professional development providers policy makers new perspectives approaches strengthening practices ways more cognizant experience