AN ANALYSIS OF ENGLISH TEACHERS WRITTEN FEEDBACK IN PRIMARY STUDENTS REPORT CARDS

Pauline Widyastuti, Y.G. Harto Pramono

Abstract


This study analyzed teachers written feedback to explore how well the teachers written feedback corresponded to the principles of evaluation and the extent to which their written feedback was aligned with the students numerical scores in the report cards. This study collected 112 written feedback from 5 teachers and the corresponding numerical scores in the students report cards from one of the private Primary Schools in Surabaya. The teachers written feedback was analyzed based on the principles of evaluation. The results of the analysis indicated that none of the teachers wrote feedback which met the criteria of an ideal feedback covering praise, criticism, and suggestion equally at the same time. All teachers only gave praise mostly to very good and excellent students; they almost never gave criticism and suggestion to them. To the low achieving students, the teachers mostly gave criticism and suggestion, and almost never gave any praise. In regard to the alignment between the teachers written feedback and the students numerical scores in the report cards, the finding indicated that the teachers written feedback was well aligned with the students numerical scores.

Keywords



Full Text:

PDF

References


Brophy, J. (1981). Teacher Praise: A Functional Analysis. Review of Educational Research, 51(1) 5-32.

Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices. England: Longman.

Brualdi, A. (1998). Teacher Comments on Report Cards. Practical Assessment Research and Evaluation, 6(5), 1-3.

Butler, S. M., & Mcmunn, N. D. (2006). A Teacher's Guide to Classroom Assessment: Understand and Using Assesment to Improve Student Learning. Callifornia: Jossey-Bass.

Carless, D. Differing Perceptions in the Feedback Process. Studies in Higher Education, 31(2), 219-233

Dickinson, K., & Law, K. (2016). Writing Effectiive Report Card Comments. Garden Groove: Teacher Created Resources.

Elbow, P. (2007). Voice in Writing Again: Embracing Contraries. College English 7, 68-88.

Firdaus, F., H. (2015). Teacher Praises and Students Engagement in EFL Classroom: A Case Study of Seventh Grade Students at One of Junior High School in Bandung. Journal of English and Education, 3(2), 28-40.

Glover, C., & Brown, E. (2006). Written Feedback for Students: Too much, Too Detailed or Too Incomprehensible to be Effective? Bioscience Education, 7(1), 1-17.

Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research. 77 (1), 81-112.

Herbert, R. (1990). Sex-based Differences in Compliment Behaviour. Language in Society, 19,

224.

Heritage, H. M. (2010). Formative Assessment: Making It Happen in the Classroom. London: SAGE Ltd.

Holmes, J. (1988). Doubt and Certainty in ESL Textbooks. Applied Linguistics, 91, 20 44.

Hyland, F., & Hyland, K. (2001). Sugaring the pill: Praise and Criticism in Written Feedback. Journal of Second Language Writing,10, 185-212.

Hyland, K., & Hyland, F. (2006). Interpersonal Aspects of Response: Constructing and Interpreting Teacher Written Feedback. Cambridge: Cambridge University Press.

Krampen, G. (1987). Differential Effects of Teacher Comments. Educational Psychology, 79(2), 137-146.

Nicol, D. (2009). Good Designs for Written Feedback for Students. Teaching Tips: Strategies, Research, and Theory for College and University Teachers, 13, 1-13.

OLeary, K. D., & OLeary, S.G. (1977). Classroom Management: The successful Use of Behavior Modification (2nd ed). Oxford: Pergamon Press.

Selig, W. G. (1973). The Effects of Contingent Praise and Token Reinforcement on the Classroom Behavior of Emotionally Disturbed Primary Students. Doctoral Dissertations 1896. University of Massachusetts Amherst. February 2014.

Shafer, S. (1997). Writing Effective Report Card Comments. New York: Scholastic

Tamah, S. M. (2015). Revitalizing Formative Test: A Model of Interactive Test Administration. In: Proceeding 2nd National Conference on Language and Language Teaching (NCOLLT2). English Language Education Department-University of PGRI Adi Buana, Surabaya. 139-145.

Tamah, S. M. & Wirjawan, J. V. D.(2019) Assessment-Oriented Formative Test. The International Journal of Innovation and Learning. 26(1), 66-81.




DOI: https://doi.org/10.24071/llt.v24i2.2880

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Pauline Widyastuti, Y.G. Harto Pramono

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Indexed and abstracted in:

    

 

LLT Journal Sinta 2 Certificate (S2 = Level 2)

We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree  No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 23 No 1, 2020 till Vol 27 No 2, 2024

  

 

This work is licensed under CC BY-SA.

Creative Commons Attribution-ShareAlike 4.0 International License

 

Free counters!


 LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201, is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.