The Value of Feedback in Primary Schools: Students’ Perceptions of the Practice

Abatihun Alehegn Sewagegn, Askalemariam Adamu Dessie

Abstract


Feedback is a crucial aspect in assessment that enables students to learn from assessments received. The perception of the practice of feedback has an impact on the fruitfulness of the teaching-learning process. Hence, the main purpose of the study was to assess primary school students’ perceptions of the practices of feedback. To attain this purpose, a descriptive survey design was used, and 474 students from two government and two private primary schools participated. Questionnaires and document reviews were used to collect data and analysed using quantitative and qualitative techniques. The results indicated that students favourably perceive the value and practice of feedback. Most of the students considered feedback as a provision of marks, grades, and correct answers. Yet, judgmental feedback using words such as “excellentâ€, “very good†and “good†used in the students’ exercise books have little value in showing learning gaps and as such, this type of feedback is not useful in improving students’ learning. Therefore, for feedback to be useful, students should have a positive perception of feedback and take the feedback into account for future learning to enhance their knowledge and understanding.

https://doi.org/10.26803/ijlter.19.10.19


Keywords


feedback; perception; practice; students; value

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References


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