The feedback passed on by teachers as viewed by secondary school pupils

Feedback is a necessary element in the process of education and development. The efficiency of feedback depends on the way it is passed on: constructively (e.g. positive comment, constructive criticism indicating how one should improve their behaviour) or destructively (e.g. labeling,  destructive criticism, negative opinion without any additional comment, or generalisation). This article contains the results of research based on the opinions expressed by secondary school pupils (N = 250) on the subject of the ways in which teachers pass their feedback in two types of situations: connected with education and school behaviour. FN questionnaire including 16 situations (8 educational and 8 connected with school behaviour) was applied in the research, presenting pupils’ positive or negative behaviour. To each of the situations 5 possible types of teacher feedback were presented. The pupils’ task was to indicate which type of feedback they received (came across) most often, and what kind of feedback they would like to receive. The main aim of the research was to (1) check what kind of feedback predominated in the teacher-pupil communication, (2) obtain the data about possible divergences between the actual state and expected one in the process of communication between pupils and teachers.

The feedback passed on by teachers as viewed by secondary school pupils

Feedback is a necessary element in the process of education and development. The efficiency of feedback depends on the way it is passed on: constructively (e.g. positive comment, constructive criticism indicating how one should improve their behaviour) or destructively (e.g. labeling,  destructive criticism, negative opinion without any additional comment, or generalisation). This article contains the results of research based on the opinions expressed by secondary school pupils (N = 250) on the subject of the ways in which teachers pass their feedback in two types of situations: connected with education and school behaviour. FN questionnaire including 16 situations (8 educational and 8 connected with school behaviour) was applied in the research, presenting pupils’ positive or negative behaviour. To each of the situations 5 possible types of teacher feedback were presented. The pupils’ task was to indicate which type of feedback they received (came across) most often, and what kind of feedback they would like to receive. The main aim of the research was to (1) check what kind of feedback predominated in the teacher-pupil communication, (2) obtain the data about possible divergences between the actual state and expected one in the process of communication between pupils and teachers.