Student perspectives on formative feedback as part of writing portfolios

Abstract

Despite the crucial role that students play in formative assessment practices, student perspectives on such practices are relatively under-researched. Through a qualitative analysis of 128 reflection notes written by student teachers of English, this article investigates the students’ perceptions of formative feedback as part of portfolio assessment at two teacher education institutions in Norway. As such, it contributes to bridging the gap between research and practice. Students received peer and teacher feedback on assignments and wrote reflection notes during the semester. Findings show that students are positive towards teacher feedback and highlight the significance of teacher praise. Main objections raised against peer feedback concern the lack of constructive criticism. However, positive attitudes towards peer discussion groups suggest that they may be a more effective way of implementing peer assessment than formalised written peer commentary. Student reflections suggest that a failure to understand the task and the feedback is a possible hindrance to successfully revising assignments. Overall, students’ positive attitudes towards the portfolio process, which includes multiple drafting, suggest that students in higher education would benefit from more opportunities to revise and resubmit their work, yet they need adequate practice in providing peer feedback, and interpreting and implementing feedback in general.

Keywords:

• Formative assessment
• portfolio assessment
• formative feedback
• teacher education

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Monika Bader

Monika Bader is an Associate Professor in the Faculty of Education, Arts and Sports at the Western Norway University of Applied Sciences. Her research interests include second language learning and teaching, reading and writing in the second language classroom, and formative assessment practices.

Tony Burner

Tony Burner is a Professor of English at the Department of Languages and Literature Studies at the University of South-Eastern Norway. His main research interests are English education, classroom assessment, R&D work, teacher mentoring, multilingualism and professional development.

Sarah Hoem Iversen

Sarah Hoem Iversen is an Associate Professor of English in the Faculty of Education, Arts and Sports at the Western Norway University of Applied Sciences. Her main publications are on children's nonfiction. Other research interests include formative feedback on writing and formative assessment in higher education.

Zoltan Varga

Zoltan Varga is an Associate Professor of English in the Faculty of Education, Arts and Sports at the Western Norway University of Applied Sciences. His research interests include modernist fiction, intermediality, aesthetic critical literacy, EAP and formative assessment.