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Teacher feedback to young children in formative assessment: A typology
P Tunstall and Caroline Gipps, 1996
Summary of article
Feedback from teachers to children, in the process of formative assessment, is a prime requirement for progress in learning. Formative assessment is that process of appraising, judging or evaluating students' work or performance and using this to shape and improve their competence.
In everyday classroom terms this means teachers using their judgements of children's knowledge or understanding to feed back into the teaching process and to determine for individual children whether to re-explain the task/concept, to give further practice on it, or move on the next state. Such judgements by teachers during the teaching process may be incomplete, fuzzy, qualitative and based on a limited range of criteria.
This paper describes a study which investigated the types of feedback given to children of 6 and 7 years of age (year 1 and year 2 in the English system) and how the children understood this feedback.
The study was a small-scale, illuminative one with the major aim of developing a grounded typology of teacher feedback. This paper describes the typology that was developed.
Bibliographical details
Tunstall, P., & Gipps, C. (1996). Teacher feedback to young children in formative assessment: A typology. British Educational Research Journal, 22(4), 389–404.
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