How much feedback are students receiving from teachers?

Publication Details

This paper describes how often students are receiving feedback from teachers, what types of students are more exposed to feedback, and how feedback relates to academic and non-academic outcomes.

Author(s): Emma Medina [Evidence, Data and Knowledge: Ministry of Education]

Date Published: August 2019

Summary

International comparisons are made in order give insight into New Zealand’s strengths and weaknesses. These findings will be of interest to education professionals as well as providers of Initial Teacher Education and Professional Learning and Development.

Key Findings

  • Year 5 reading teachers give feedback more often to students than the international average. 15-year-old students also report higher rates of feedback from their teachers than the OECD average.
  • Year 5 and Year 9 teachers assign homework and use the assignments to give feedback less often than international averages.
  • It is more common for teachers to give feedback to students in disadvantaged schools and schools with a poor disciplinary climate. Boys, Māori and Pacific students also experience feedback more often.
  • For 15-year-old students, feedback is generally associated with poor science performance. However, when you compare students with similar academic performance and backgrounds, feedback does not positively or negatively impact performance.
  • Even though there is no link to increased performance, feedback in science lessons is associated with positive student mindsets such as increased enjoyment of science, interest in science, confidence, and increased sense of belonging for 15-year-olds. Teacher support is most strongly related to teacher feedback.

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