Student perceptions of classroom feedback

Feedback to students has been identified as a key strategy in learning and teaching, but we know less about how feedback is understood by students. The purpose of this study is to gain more insight into lower secondary students' perceptions of when and how they find classroom feedback useful. This article draws on data generated through individual interviews with 11 students representing four lower secondary schools (grades 8-10, aged 13-15) in Norway. Feedback types are identified from students' perceptions, coded and indexed. A feedback typology is designed to provide a framework which can be used to reflect on useful classroom feedback based on lower secondary school students' perceptions.