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A Qualitative Study on Primary Teachers’ Classroom Feedback Rationales
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
(English)Article in journal (Refereed) Submitted
Abstract [en]

The present study, based on semi-structured interviews with four Swedish primary school teachers, identifies and conceptualizes teachers’ rationales for giving students feedback. Two main concerns were found as regulating teachers’ assessment practices. They addressed what the teachers perceived as students’ academic needs, and behavioural and emotional needs. The teachers’ rationales for giving students feedback were based on those needs, and dependent on factors such as situation, relations, time and effort. This caused a constant comparing and weighing of different needs.

Keyword [en]
classroom assessment, feedback rationales, grounded theory, interview study, primary school
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Didactics
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URN: urn:nbn:se:su:diva-121825OAI: oai:DiVA.org:su-121825DiVA: diva2:861587
Available from: 2015-10-18 Created: 2015-10-18 Last updated: 2015-10-18

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Björklund Boistrup, Lisa
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CiteExportLink to record
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Citation style
  • apa
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