The study explores how assessment information is received and attended to. The research is linked to a 2-year intervention project involving six Norwegian upper secondary schools, and with a particular focus on vocational training and the three core subjects: English, Norwegian and Mathematics. Survey data was collected from five schools, including both vocationally the formative assessment action plan pdf academically oriented education.
Other sources of data are focus-group interviews in three of the five schools, involving students, teachers and school leaders. Findings show that there are significant differences in how students and teachers perceive feedback practices. There are also significant differences between boys and girls, as well as within the various school subjects. Students experience more feedback in vocational training than in the more traditional academic subjects. Teachers rate the quality of their feedback higher than students do.
Feedback is linked to grading of completed assignments, not to work in progress. There is more feedback in vocational training than in academic subjects. Classroom-teaching and learning-activities are potentially rich on feedback. Interactional and learning situations need to be exploited as feedback settings.
Centre for the Study of Professions, Oslo and Akershus University College of Applied Sciences. His main research interests are student learning, assessment, professional education and workplace learning. Her main research interests focus on evaluation and assessment for and of learning, teacher education, and professional development. She is currently involved with several Norwegian national projects, one of which is The National Research School in Teacher Education, NAFOL. Education at the University of Bergen, Norway. Her main research interest has been student learning, dialogical teaching, writing, assessment and pedagogical use of technology.