Shared language of feedback and assessment. Perception of teachers and students in three Icelandic secondary schools

Abstract

This study addresses the issue of variability of perception of teachers and students regarding feedback; with the primary focus being the exploration of how teachers and students perceive assessment in the Icelandic context. According to prior research feedback is not necessarily received by the student in the same manner as intended by the teacher. A survey was administered to teachers and students from three schools with differing emphases on assessment policy. This study supports previous studies (Havnes, Smith, Dysthe, & Ludvigsen, 2012), which have reported a substantial gap in how teachers and students experience the manner in which feedback and assessment are practiced. Findings revealed that the stronger the culture around formative assessment, the stronger the dialogue between teachers and students. Some implications are drawn from these findings.