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dc.contributor.author
Taylor, Ines
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dc.contributor.author
Sánchez, Manuel
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dc.contributor.author
Luzuriaga, Mariana
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dc.contributor.author
Podesta, Maria Eugenia
dc.contributor.author
Furman, Melina Gabriela
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dc.date.available
2022-09-09T15:19:31Z
dc.date.issued
2020-05
dc.identifier.citation
Taylor, Ines; Sánchez, Manuel; Luzuriaga, Mariana; Podesta, Maria Eugenia; Furman, Melina Gabriela; Marking classwork in primary science: Written feedback practices in state schools in Buenos Aires, Argentina; Routledge Journals, Taylor & Francis Ltd; Assessment in Education: Principles, Policy and Practice; 27; 3; 5-2020; 271-289
dc.identifier.issn
0969-594X
dc.identifier.uri
http://hdl.handle.net/11336/168145
dc.description.abstract
Individual written feedback in the form of teacher marking of student classwork is widely understood to benefit students, but remains under-researched. We analysed how 1736 student science activities within 82 seventh-grade classrooms from a representative sample of 57 primary schools in Buenos Aires, Argentina, were marked. Results indicated that while the percentage of activities that teachers marked was heterogeneous (average = 45%, SD. = 29), within marked activities a vast majority (85%) was identified as being low teacher guidance (i.e. as giving students a little indication of how to make progress in science learning). Marking was mainly focussed on spelling, punctuation and grammar, giving one-word or short expressive comments such as ‘Great’ or just ‘seen’ by the teacher (Tick and Flick). There were no recorded instances of students responding to teacher comments. Given its importance for learning, these results show the need to support teachers in providing high-guidance written feedback to their students.
dc.format
application/pdf
dc.language.iso
eng
dc.publisher
Routledge Journals, Taylor & Francis Ltd
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dc.rights
info:eu-repo/semantics/restrictedAccess
dc.rights.uri
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.subject
EVALUATION
dc.subject
FEEDBACK
dc.subject
MARKING
dc.subject
PRIMARY
dc.subject
SCIENCE
dc.subject.classification
Educación General
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dc.subject.classification
Ciencias de la Educación
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dc.subject.classification
CIENCIAS SOCIALES
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dc.title
Marking classwork in primary science: Written feedback practices in state schools in Buenos Aires, Argentina
dc.type
info:eu-repo/semantics/article
dc.type
info:ar-repo/semantics/artículo
dc.type
info:eu-repo/semantics/publishedVersion
dc.date.updated
2022-09-08T15:20:07Z
dc.identifier.eissn
1465-329X
dc.journal.volume
27
dc.journal.number
3
dc.journal.pagination
271-289
dc.journal.pais
Reino Unido
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dc.journal.ciudad
Londres
dc.description.fil
Fil: Taylor, Ines. Universidad de San Andrés. Escuela de Educación; Argentina
dc.description.fil
Fil: Sánchez, Manuel. Universidad de San Andrés. Escuela de Educación; Argentina
dc.description.fil
Fil: Luzuriaga, Mariana. Universidad de San Andrés. Escuela de Educación; Argentina
dc.description.fil
Fil: Podesta, Maria Eugenia. Universidad de San Andrés. Escuela de Educación; Argentina
dc.description.fil
Fil: Furman, Melina Gabriela. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de San Andrés. Escuela de Educación; Argentina
dc.journal.title
Assessment in Education: Principles, Policy and Practice
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/url/https://www.tandfonline.com/doi/full/10.1080/0969594X.2020.1729697
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/doi/http://dx.doi.org/10.1080/0969594X.2020.1729697
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