Teacher Feedback Practice: Perceptions of Middle and High School Students in Mainland China

Abstract

Teacher feedback occurs in almost every lesson and is increasingly seen as a key factor in student performance. How do students, as the recipients of feedback, perceive teacher feedback? This study aimed to investigate middle and high school students perception of teacher feedback practices in mathematics. Survey data were collected from 1,087 students (647 middle school students and 440 high school students) in three schools in mainland China. The results indicated that middle school students viewed feedback perceptions more positively than high school students, with boys reporting higher levels of feedback perceptions than girls. Further, implications for future research are discussed.