Teacher conceptions of assessment and feedback predicting formative feedback practices: helping students to not ignore improvement-oriented feedback.
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| Title: | Teacher conceptions of assessment and feedback predicting formative feedback practices: helping students to not ignore improvement-oriented feedback. |
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| Authors: | Brown, Gavin T. L. (AUTHOR), Andersson, Catarina (AUTHOR), Winberg, Mikael (AUTHOR), Palmberg, Björn (AUTHOR), Palm, Torulf (AUTHOR) |
| Source: | Scandinavian Journal of Educational Research. Mar2026, Vol. 70 Issue 2, p266-284. 19p. |
| Subjects: | Formative evaluation, Student engagement, Educational psychology, Evaluation methodology, Achievement gains (Education), Educational evaluation |
| Abstract: | Teachers' formative feedback provides motivational and cognitive support for student engagement in learning and raises their achievement. Because feedback arises from assessment, teacher conceptions of both assessment and feedback matter to how feedback is practised. This study determines how teacher conceptions of assessment and feedback are linked to each other and to self-reported practices in a repeated measures survey 18 months apart. All factors in the Swedish Teachers Conceptions of Assessment inventory predicted all six Conceptions of Feedback, which fully mediated influence of assessment conceptions on teachers' self-reported formative feedback practices. Two conceptions of feedback (i.e., feedback improves learning, and students ignore feedback) were important predictors of teachers' practice, and these feedback conceptions were predicted by the corresponding conceptions of assessment (i.e., it improves learning and it is ignored by students). The results imply that teacher formative feedback practices depend on an improvement-oriented conception of assessment as a prior belief. [ABSTRACT FROM AUTHOR] |
| Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Teachers' formative feedback provides motivational and cognitive support for student engagement in learning and raises their achievement. Because feedback arises from assessment, teacher conceptions of both assessment and feedback matter to how feedback is practised. This study determines how teacher conceptions of assessment and feedback are linked to each other and to self-reported practices in a repeated measures survey 18 months apart. All factors in the Swedish Teachers Conceptions of Assessment inventory predicted all six Conceptions of Feedback, which fully mediated influence of assessment conceptions on teachers' self-reported formative feedback practices. Two conceptions of feedback (i.e., feedback improves learning, and students ignore feedback) were important predictors of teachers' practice, and these feedback conceptions were predicted by the corresponding conceptions of assessment (i.e., it improves learning and it is ignored by students). The results imply that teacher formative feedback practices depend on an improvement-oriented conception of assessment as a prior belief. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00313831 |
| DOI: | 10.1080/00313831.2025.2468183 |
