부산대학교 도서관

An interpretive, qualitative approach was employed to investigate the types of oral feedback used to support students' learning in written language. Evidence indicated that the nature of the feedback in each of the three classrooms was largely governed by the success criteria. The latter however fell short of what is considered 'best practice' (Clarke, 2001; 2003). Furthermore, each class was dominated by teacher-supplied feedback and as a consequence, opportunities for students to exert agency in their learning were the exception rather than the rule. Despite the importance ascribed to quality feedback and the involvement of students in their learning (see Black & Wiliam, 1998; Ministry of Education, 2004) it appears that in New Zealand, implementation in the context of written language has some way to go. It is argued that if feedback is to support and enhance students' learning, teachers will need sustained professional learning opportunities where they can examine their understanding of feedback and their practice with particular reference to the nature of success criteria, the role of the student and the impact of different types of feedback on learning. [ABSTRACT FROM AUTHOR]