Authors

Cam Brooks, University of QueenslandFollow
Annemaree Carroll, University of QueenslandFollow
Robyn M. Gillies, University of QueenslandFollow
John Hattie, University of MelbourneFollow

A Matrix of Feedback for Learning

Abstract

The present study used an established model of feedback (Hattie & Timperley, 2007) as a framework to explore which types and levels of feedback are most common in the upper primary classroom. Results demonstrate that feedback was predominantly directed toward the task level and that feed forward, information about the next steps for learning, was the least occurring feedback type in the classroom. Based upon research and findings, the authors propose a conceptual matrix of feedback that bridges research to practice with the aim of feedback being a driver to promote improvement.

Recommended Citation

Brooks, C., Carroll, A., Gillies, R. M., & Hattie, J. (2019). A Matrix of Feedback for Learning. Australian Journal of Teacher Education, 44(4). https://doi.org/10.14221/ajte.2018v44n4.2