The considerable increase in formative assessment (FA) research in physical education (PE), highlights a valued shift towards further student activation in feedback and assessment processes. Despite this shift in the research space, FA has not been widely adopted in PE practice, and limited work has examined students' and teachers' perceptions of factors influencing learning from specific FA experiences. Therefore, the aim of this study was to investigate factors in students' activation in FA that influence their learning in PE. Three PE teachers engaged in eight weeks of professional learning to support their students' activation in understanding: where they are going (feed-up); how they are going (feedback); and where to next to improve (feedforward). Student and teacher perceptual data were collected through video-stimulated recall interviews relating to students' activation in feed-up, feedback, and feedforward experiences. A reflexive thematic analysis generated the three themes of 'a shared understanding of quality', 'peers as learning partners', and 'shifting roles and responsibilities.' Key findings included exposure to broad and visible examples of quality in the feed-up process was perceived as critical for effective engagement in self-regulated and peer feedback experiences. Targeted teacher questions, visible ratings of quality, and opportunities for students to reflect and engage in criteria-related discussions were further strategies that supported students' learning ownership. Peer feedback aided learning for both the feedback provider and receiver, and deeper learning was triggered when assessment decisions differed between peers. Tensions were identified in the shift from traditional assessment and feedback roles, with students' grappling with a desire for greater ownership while still perceiving the teacher as the owner of the learning process. Reducing summative assessment associations, as well as clarifying roles and the value of FA practices are recommended to enhance students' learning and activation in FA.

Previous studies have reported the importance of regulation in collaborative learning. To understand and support students’ learning, researchers have identified that regulation in collaboration emerges as a series of contingent activities at individual and social levels, addressing various learning foci in cognitive, motivational, emotional, and behavioural aspects. However, explanations on how different levels and foci of regulation together influence learning performance have not been made clear. To capture the complexity of regulated learning and the linkage to learning performance, this study examined the temporal sequences of regulated learning, including types (levels), sub-processes, and foci of regulation. Video and interview data were collected from undergraduate students working on a collaborative learning task. These multi-channel data were analysed by content analysis and triangulated to identify the dynamic emergence of regulation events. Process mining was employed to analyse and visualise the temporality and sequences of regulatory processes. The results showed that co-regulated content monitoring was critical in facilitating regulation and task execution at a group level. High-performing groups demonstrated different patterns in developing shared content monitoring and co-regulation of motivation and emotion in the overall learning task. Meanwhile, the variances in how the groups regulated content development and task progress across learning phases were identified. This research extends the conceptualisation of regulated learning to a dynamic multi-layered system. The methods and findings from this study have implications for developing timely and systemic support to improve group performance.

This study investigated the effects of a teacher professional learning intervention, underpinned by a student-centred model of feedback, on student perceptions of feedback helpfulness. The study was conducted in the context of primary education English writing in Queensland, Australia. No overall differences in feedback perceptions of students in 13 intervention and 9 comparison schools were identified following the intervention. However, more detailed analyses revealed significantly greater increases in perceived helpfulness among intervention group students for six feedback strategies. This suggests the intervention changed teachers’ feedback practices, enhancing student perceptions of feedback helpfulness. Student focus group data provided valuable qualitative insights into student feedback perceptions. Overall findings highlight the interrelatedness between feedback strategies across the feedback cycle for enhancing student learning.

Feedback is potentially one of the most powerful influences on learning, yet its effects can be highly variable. It is vital that schools are aware of the power of feedback in order to maximise learning and improvement. Research demonstrates that teachers give much feedback, yet students say they receive little. Thus attention needs to be drawn to the ways that feedback is received by students as the provision of feedback is no guarantee that it can be actioned. Current models of feedback shift away from a transmission model of feedback from the expert to the novice and instead highlight a reciprocal flow of feedback between students, peers, and teachers. An important aim of such models is to build the capacity for learners to use feedback to self-regulate. A classroom based upon effective and sustainable feedback processes requires a revision of teacher mindset and practice from a giver of feedback to a facilitator of feedback opportunities with the aim of clarifying success, calibrating progress, and promoting improvement for all learners.

This paper reports on the evaluation of the final year of a three-year professional learning intervention underpinned by a student-centred model of feedback. School leaders, teachers, and students in 13 Australian state schools participated in the research. The professional learning was contextualised in Year 3 English, with a focus on writing. Data from school leader, teacher and student interviews, researcher field notes, classroom observations and student assessments were analysed to evaluate the impact of the intervention. Findings show the professional learning intervention was positively valued by teachers and school leaders. Evidence from multiple sources suggests that although there was variability in the nature of implementation, teachers and school leaders overall reported substantial changes to knowledge, skills, and classroom practices. Importantly, the results highlight substantial improvements in student self-regulation and writing achievement, providing evidence of the intervention’s positive impact.

This study examined the impact of a teacher and school leader professional learning intervention on student writing achievement in Australian state primary schools. The six-month intervention was underpinned by a new student-centred feedback model. The study analysed student writing assessment data from 1060 Year 4 students across 13 intervention and 9 comparison schools. Results from multilevel analyses showed substantially larger achievement gains in the intervention group compared to the comparison group across two learning periods. Increased perceived helpfulness of several feedback strategies was associated with student achievement gains in the intervention group, showing the intervention's positive impact on feedback effectiveness. (c) 2021 Elsevier Ltd. All rights reserved.

Despite the longstanding recognition of the power of feedback to enhance student learning outcomes, its potential is often not realised in classroom practice. Recent research highlights the need for a student-centred perspective to enable effective feedback practices that foster student self-regulation. Based on an identified gap in the literature, a new empirically-informed student-centred feedback model (SCFM) was designed. This study, contextualised in English writing, investigated to what extent a professional learning intervention using the SCFM was perceived as effective in promoting student-centred classroom feedback practices. Focus group interview data from 49 teachers and 30 school leaders across 13 Australian primary schools were thematically analysed. Results suggest the intervention caused shifts in thinking, feedback practices, and student self-regulation, which participants perceived had enhanced student learning outcomes. This study provides initial empirical evidence regarding (1) the effectiveness of the SCFM, and (2) the professional learning intervention characteristics required to realise effective feedback practices.

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.

Feedback literature is dominated by claims of large effect sizes, yet there are remarkable levels of variability relating to the effects of feedback. The same feedback can be effective for one student but not another, and in one situation but not another. There is a need to better understand how students are receiving feedback and currently there is relatively little research on school students' perceptions of feedback. In contrast, current social constructivist and self-regulatory models of feedback see the learner as an active agent in receiving, interpreting, and applying feedback information. This paper aims to investigate school student perceptions of feedback through designing a student feedback perception questionnaire (SFPQ) based upon a conceptual model of feedback. The questionnaire was used to collect data about the helpfulness to learning of different feedback types and levels. Results demonstrate that the questionnaire partially affirms the conceptual model of feedback. Items pertaining to feed forward (improvement based feedback) were reported by students as most helpful to learning. Implications for teaching and learning are discussed, in regard to how students receive feedback.