Beyond ‘Well Done, Great Job!’: Students’ Perceptions of Effective Written Teacher Feedback
What kind of written teacher feedback do students perceive to be effective for their learning?
This session will encourage participants to reflect on their own perceptions of effective written teacher feedback, before engaging in an interactive activity in which we will listen to the voices of students and compare their perceptions of feedback with our own. This will lead us to examine the key findings from a mixed-methods case study that was recently carried out with Middle Years Programme students at a medium-sized, co-educational, International Baccalaureate World School in Europe. Session participants will be encouraged to consider whether the research findings may be relatable to their own practice.
Melanie has over 15 years of experience teaching in state, private and international schools in her native New Zealand, the United Kingdom, and Switzerland, where she is currently Head of Performing Arts at an International Baccalaureate World School. Her passion for educational research was sparked whilst recently completing a Master of Arts in Education at the University of Bath: she was awarded the university’s Austwick Prize for her dissertation, and an IB advanced certificate in teaching and learning research. Melanie continues to pursue her research interests in pedagogy, curriculum and assessment through several school policy working groups, a department study group, and by connecting online with global communities of educators.