A qualitative inquiry of students' and teachers' perceptions on feedback in three Queensland secondary schools

This study qualitatively analyses students' and teachers' perceptions on the effectiveness of formative and summative feedback, using a Critical Systems Theory theoretical framework. By considering feedback content, comparison and mode, this research uncovers perceptions of the strengths, weaknesses and effectiveness of different feedback types. Teacher feedback to students is one of a number of important school-based influences on student achievement. Pre-existing research highlights the benefits and impact of feedback, and the characteristics of effective feedback. However, few studies have investigated students' and teachers' perceptions. This study outlines potential opportunities and strategies to support effective formative and summative feedback practices for secondary school students