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ERIC Number: EJ1223706
Record Type: Journal
Publication Date: 2019-Aug
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0141-1926
Feedback for Everybody? Exploring the Relationship between Students' Perceptions of Feedback and Students' Socioeconomic Status
Sortkaer, Bent
British Educational Research Journal, v45 n4 p717-735 Aug 2019
In this article I describe teacher-student feedback as an active process shaped by both the teacher and the student and argue that feedback is influenced by students' unique experiences and socialisation. Drawing on sociological theories on interaction and communication, I argue that the type and quality of the teacher-student feedback perceived by the student is influenced by the student's background. While many studies have shown that feedback is a key determinant for student learning and achievement, only a few have examined how feedback is perceived by students and if the perception is related to their socioeconomic status (SES). I use data from the Programme for International Student Assessment (PISA) 2012 in a multilevel regression model to examine differences in students' perceptions of "directive" and "facilitative" feedback. The five Nordic countries of Denmark, Finland, Iceland, Norway and Sweden are used as cases. Regarding "directive" feedback, I find no relationship between this type of feedback and students' SES. However, the results indicate that students with high SES perceive more "facilitative" feedback in Denmark, Finland, Iceland and Sweden than students with low SES. These results indicate that students are not given equal opportunities to learn. I argue that this might create inequalities in the Nordic school systems. Implications of the findings are discussed.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Denmark; Finland; Iceland; Norway; Sweden
Identifiers - Assessments and Surveys: Program for International Student Assessment