Feedback Practices of Modern Russian Teachers: Results of an Ethnographic Study
Abstract
The article presents the results of a qualitative study on feedback practices in Russian schools. While a large number of research studies in the area of feedback are being currently conducted worldwide with the aim to examine different prerequisites for feedback effectiveness, it is extremely underestimated in Russia. It results in teachers lacking knowledge and skills in working with feedback. The goal of this study was to observe and describe the ways Russian teachers work with feedback. In the qualitative research 54 lessons given by 19 teachers from different public schools in various settlements were observed and analyzed. 16 categories of oral feedback were identified and 13 of them were described in more detail. It was shown that Russian teachers give a lot of feedback, but it mostly refers to the task level (according to Hattie). The most significant levels of process and self-regulation were rarely observed in the lessons. It is suggested that this situation is due to the lack of teachers’ education in the area of feedback, thus it is proposed to introduce a special course on feedback in teacher training programs. The significance of the study is provided by the fact that it is the first research work in Russian education sciences to describe how teachers in Russian schools give feedback.
Downloads
References
Angrosino M. (2007) Doing Ethnographic and Observational Research. London: Sage. https://doi.org/10.4135/9781849208932
Askew S. (2000) Feedback for Learning. London: Routledge. http://dx.doi.org/10.4324/9780203017678
Azbel A.A., Ilyushin L.S., Kazakova E.I., Morozova P.A. (2022) Teachers’ and Students’ Attitudes towards Feedback: Contradictions and Development Trends. The Education and Science Journal, vol. 24, no 7, pp. 76–109. (In Russian). https://doi.org/10.17853/1994-5639-2022-7-76-109
Azbel A.A., Ilyushin L.S., Morozova P.A. (2021) Perceptions of Feedback among Russian Adolescents. Voprosy obrazovaniya / Educational Studies Moscow, no 1, pp. 195–212 (In Russian). https://doi.org/10.17323/1814-9545-2021-1-195-212
Barabasheva I.V. (2017) Feedback as a Means of Development of Motivation for Foreign Language Learning. Tomsk State Pedagogical University Bulletin, no 6 (183), pp. 135–140 (In Russian). https://doi.org/10.23951/1609-624X-2017-6-135-140
Bernstein N.A. (2008) Biomechanics and Physiology of Movements. Bernstein N.A. Selected Psychological Works. Moscow: Moscow Psychological and Social Institute (In Russian).
Bessonov К.А. (2016) Feedback in Teacher-Student Pedagogical Interaction. Juvenis Scientia, no 2, pp. 86–89 (In Russian).
Black P., Wiliam D. (2009) Developing the Theory of Formative Assessment. Educational Assessment, Evaluation and Accountability, vol. 21, February, pp. 5–31. http://dx.doi.org/10.1007/s11092-008-9068-5
Black P., Wiliam D. (1998) Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, vol. 5, no 1, pp. 7–74. http://dx.doi.org/10.1080/0969595980050102
Brown G.T., Gao L. (2015) Chinese Teachers’ Conceptions of Assessment for and of Learning: Six Competing and Complementary Purposes. Cogent Education, vol. 2, no 1, Article no 993836. http://dx.doi.org/10.1080/2331186X.2014.993836
Brown G.T., Peterson E.R., Yao E.S. (2016) Student Conceptions of Feedback: Impact on Self‐Regulation, Self‐Efficacy, and Academic Achievement. British Journal of Educational Psychology, vol. 86, no 4, pp. 606–629. http://dx.doi.org/10.1111/bjep.12126
Butler D.L., Winne P.H. (1995) Feedback and Self-Regulated Learning: A Theoretical Synthesis. Review of Educational Research, vol. 65, no 3, pp. 245–281. http://dx.doi.org/10.2307/1170684
Carless D., Boud D. (2018) The Development of Student Feedback Literacy: Enabling Uptake of Feedback. Assessment & Evaluation in Higher Education, vol. 43, no 8, pp. 1315–1325. http://dx.doi.org/10.1080/02602938.2018.1463354
Cazden C.B. (1988) Classroom Discourse: The Language of Teaching and Learning. Portsmouth, NH: Heinemann.
Chernobay E.V., Kholmanskaya M.V. (2023) Potential Impact on Student Autonomy through the Organization of Feedback. Pedagogy and Psychology of Education, no 2, pp. 23–43 (In Russian). https://doi.org/10.31862/2500-297X-2023-2-23-43
Chirkov V.I. (1996) Self-Determination and Internal Motivation of Human Behavior. Voprosy psichologii, no 3, pp. 116–130 (In Russian).
Cohen L., Manion L., Morrison K. (2002) Research Methods in Education. Abingdon, Oxon: Routledge. http://dx.doi.org/10.4324/9780203224342
Dobryakova M.S., Yurchenko O.V. (2024) Student Motivation: Barriers and Incentives for Agency. Voprosy obrazovaniya / Educational Studies Moscow, no 1, pp. 100–126 (In Russian). https://doi.org/10.17323/vo-2024-17074
Drews U., Furmann E. (1984) Lesson Organization (in Questions and Answers). Moscow: Prosveshchenie (In Russian).
Hammersley M. (2006) Ethnography: Problems and Prospects. Ethnography and Education, vol. 1, no 1, pp. 3–14. https://doi.org/10.1080/17457820500512697
Handley K., Price M., Millar J. (2011) Beyond ‘Doing Time’: Investigating the Concept of Student Engagement with Feedback. Oxford Review of Education, vol. 37, no 4, pp. 543–560. http://dx.doi.org/10.1080/03054985.2011.604951
Harmer J. (1983) The Practice of English Language Teaching. Harlow: Pearson Longman.
Hattie J. (2017) Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Moscow: Natsionalʼnoe obrazovanie (In Russian).
Hattie J., Timperley H. (2007) The Power of Feedback. Review of Educational Research, vol. 77, no 1, pp. 81–112. http://dx.doi.org/10.3102/003465430298487
Henderson M., Ryan T., Boud D., Dawson P., Phillips M., Molloy E., Mahoney P. (2021) The Usefulness of Feedback. Active Learning in Higher Education, vol. 22, no 3, pp. 229–243. http://dx.doi.org/10.1177/1469787419872393
Gabelica C., van den Bossche P., Segers M., Gijselaers W. (2012) Feedback, a Powerful Lever in Teams: A Review. Educational Research Review, vol. 7, no 2, pp. 123–144. https://doi.org/10.1016/j.edurev.2011.11.003
Gamlem S.M., Smith K. (2013) Student Perceptions of Classroom Feedback. Assessment in Education: Principles, Policy & Practice, vol. 20, no 2, pp. 150–169. https://doi.org/10.1080/0969594X.2012.749212
Gao X., Brown G.T. (2023) The Relation of Students’ Conceptions of Feedback to Motivational Beliefs and Achievement Goals: Comparing Chinese International Students to New Zealand Domestic Students in Higher Education. Education Sciences, vol. 13, no 11, Article no 1090. http://dx.doi.org/10.3390/educsci13111090
Gordeeva T.O. (2002) Achievement Motivation: Theories, Research, Problems. Modern Psychology of Motivation (ed. D.A. Leontiev), Moscow: Smysl, pp. 47–102 (In Russian).
Kholmanskaya M.V. (2024) Placing Feedback Skills among New Literacies and Competencies. Educational Policy, no 2 (98), pp. 83–93 (In Russian). https://doi.org/:10.22394/2078–838X–2024–2–83–93
Kluger A.N., DeNisi A. (1996) The Effects of Feedback Interventions on Performance: A Historical Review, a Meta-Analysis, and a Preliminary Feedback Intervention Theory. Psychological Bulletin, vol. 119, no 2, pp. 254–284. http://dx.doi.org/10.1037/0033-2909.119.2.254
Kon A. (2023) The Paradox of Motivation. Why Awards, Grades, and Praise Don't Work and How to Replace Them. Moscow: Mann, Ivanov, and Ferber (In Russian).
Korenev А.А. (2018) Feedback in Learning, Teaching and Pedagogical Communication. Rhema. Рема, no 2, pp. 112–127 (In Russian).
Kyaruzi F., Strijbos J.W., Ufer S., Brown G.T. (2019) Students’ Formative Assessment Perceptions, Feedback Use and Mathematics Performance in Secondary Schools in Tanzania. Assessment in Education: Principles, Policy & Practice, vol. 26, no 3, pp. 278–302. http://dx.doi.org/10.1080/0969594X.2019.1593103
Maksimenkova O.V., Neznanov A.A., Podbelskiy V.V. (2014) About Formative Controlling and Feedback in Projecting Training Courses of Programming. RUDN Journal of Informatization in Education, no 4, pp. 37–48 (In Russian).
Newby P. (2014) Research Methods for Education. Abingdon, Oxon; New York: Routledge. http://dx.doi.org/10.4324/9781315834627
Pinskaya M.A. (2010) Formative Assessment and the Quality of Education. Narodnoe obrazovanie, no 1, pp. 179–185 (In Russian).
Polukhina E.V. (2023) Practices of Qualitative Data Analysis in the Social Sciences. Moscow: HSE (In Russian).
Sadler D.R. (1989) Formative Assessment and the Design of Instructional Systems. Instructional Science, vol. 18, no 2, pp. 119–144. http://dx.doi.org/10.1007/BF00117714
Sandal A.K., Helleve I., Smith K., Gamlem S.M. (2022) Feedback Practice in Lower Secondary School: Exploring Development of Perceptions of Feedback Practice among Students and Teachers. Cogent Education, vol. 9, no 1, Article no 2101236. https://doi.org/10.1080/2331186x.2022.2101236
Sergomanov P.A., Maltsev M.A., Bysik N.V., Beketov V.Yu., Baiburin R.F. (2023) Sociology of the Lesson: Discourse Organization of Successful Teaching Practices. Voprosy obrazovaniya / Educational Studies Moscow, no 1, pp. 191–218 (In Russian). https://doi.org/10.17323/1814-9545-2023-1-191-218
Shute V.J. (2008) Focus on Formative Feedback. Review of Educational Research, vol. 78, no 1, pp. 153–189. http://dx.doi.org/10.3102/0034654307313795
Skovholt K. (2018) Anatomy of a Teacher–Student Feedback Encounter. Teaching and Teacher Education, vol. 69, January, pp. 142–153. https://doi.org/10.1016/j.tate.2017.09.012
Smith C.P. (2000) Content Analysis and Narrative Analysis. Handbook of Research Methods in Social and Personality Psychology (eds H.T. Reis, C.M. Judd), Cambridge: Cambridge University, pp. 313–335.
Steuer G., Tulis M., Dresel M. (2022) Is Dealing with Errors in the Classroom Specific for School Subjects? A Study of the Error Climate in Mathematics, German, and English. European Journal of Psychology of Education, vol. 37, no 2, pp. 355–373. http://dx.doi.org/10.1007/s10212-020-00525-x
Tett L., Hounsell J., Christie H., Cree V.E., McCune V. (2012) Learning from Feedback? Mature Students’ Experiences of Assessment in Higher Education. Research in Post-Compulsory Education, vol. 17, no 2, pp. 247–260. https://doi.org/10.1080/13596748.2011.627174
Vygotsky L.S. (1978) Mind in Society: Development of Higher Psychological Processes. Cambridge: Harvard University.
Weibell C.J. (2011) Principles of Learning: A Conceptual Framework for Domain-Specific Theories of Learning (PhD Thesis). Provo: Brigham Young University. https://scholarsarchive.byu.edu/etd/2759/
Winstone N.E., Mathlin G., Nash R.A. (2019) Building Feedback Literacy: Students’ Perceptions of the Developing Engagement with Feedback Toolkit. Frontiers in Education, vol. 4, May, Article no 39. https://doi.org/10.3389/feduc.2019.00039
Wisniewski B., Zierer K., Hattie J. (2020) The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research. Frontiers in Psychology, vol. 10, January, Article no 487662. https://doi.org/10.3389/fpsyg.2019.03087
Yu S., Di Zhang E., Liu C. (2022) Assessing L2 Student Writing Feedback Literacy: A Scale Development and Validation Study. Assessing Writing, vol. 53, July, Article no 100643. https://doi.org/10.1016/j.asw.2022.100643
Zhan Y. (2021) Developing and Validating a Student Feedback Literacy Scale. Assessment & Evaluation in Higher Education, vol. 47, no 7, pp. 1087–1100. https://doi.org/10.1080/02602938.2021.2001430
.jpg){kind=small}
