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An alternative explanatory framework for what students want from feedback, what they
actually use, and what tutors think they needMark Carver, University of Cumbria.
• Why do we need another model?• What is special about feedback on teaching
practice?• What does the model look like?
• How does the model compare with alternatives?
Why an alternative?• “Feedback” absent from the conversation:
seen as “appraisal” or “assessment”• Ambiguous role of the learner, both student
and intern• Are HE models transferable?
Feedback on teaching practice
• Significant advantages: prompt, detailed, frequent, verbal and written, chances to immediately implement
• Or, idiosyncratic, relies on luck, fitting in, over-emphasises effort, complex personalised experience
with little generalisability to other placements
How would we describe this feedback narrative?
• http://youtu.be/zm4xkIqZ7CY
• Slideshare users: just advance to next slide to start the video
What is the gap?
• intent of feedback• Relationships and power
Model summaryAim: use a large dataset to create a generalisable model, a model which can help explain the rich experience of trainee teachers using feedback.
Strong explanatory power• Feedback with a learning focus• Importance of consistent hard work• Mentor-centric behaviours• Feedback with the trainee’s best
interests at heart• Feedforward
Moderate explanatory power Gender Missing items
Weak /no explanatory power Data collection method Year of study Trainee self-confidence Fitting into a school’s culture Perception of performance
Principal component analysis and multiple linear regression used on 35-item survey of 614 trainee teachers, resulting in eight main components of the feedback experience. Five of these components had explanatory power.
Summary: this model suggests significant benefits of dialogic approaches, which seek to address long-term learning goals. Even immediate assessment goals seem best served by this long-term approach. It is also vital that the mentor see the trainee as a learner and seek to help them meet their own goals rather than adopting goals from the mentor or school.
Download the full paper and more
• https://www.researchgate.net/profile/Mark_Carver2
• Twitter: @themarkcarver• Audio of me presenting these slides: http://
1drv.ms/1HopBcB
