It is commonly known and accepted that feedback has a significant effect on learning and that it isa wise investment in the education system to develop good strategies for assessment involvinginformative feedback. However, despite the effort put into professional development programmesfor teachers and despite teachers working with the recommended didactic approaches toassessment, students still sometimes miss out on intended learning. The current study aims touncover different types of communicative interaction involving feedback. Through a qualitativeanalysis of observation notes and video, it was possible to distinguish four typical categories offeedback. The common arenas for formative assessment dialogue are identified and typical actionsthat are taken by the students and the teachers in the different interactional situations arediscussed. The findings imply that knowledge and awareness of the context in which theinteraction is played out is important for understanding how students relate to feedback.
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