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Although research has identified what constitutes effective feedback, evidence suggests feedback is often poorly received by students. This study explores how ten Year Seven students (aged 12–13) reflected on and responded to written teacher feedback on a music history/appreciation project.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/written-teacher-feedback-reflections-of-year-seven-music-students/593838/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/written-teacher-feedback-reflections-of-year-seven-music-students/593838.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of this research?","Question",{"text":112,"@type":113},"The research explores how Year Seven students (aged 12–13) reflected on and responded to written teacher feedback in the context of a music history/appreciation project.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is feedback considered important in education?",{"text":117,"@type":113},"Feedback is identified as a critical element of teaching, learning and assessment, and it is associated with the Australian Professional Standards for Teachers as a component of quality teaching.",{"name":119,"@type":110,"acceptedAnswer":120},"How did students reflect on and respond to the written feedback?",{"text":121,"@type":113},"Findings from the pilot study show students reflected on and responded to feedback based on personal features, task perceptions and individual choices.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593838,1792078011,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":143,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 43 | Issue 12 | Article 3 |\n| --- | --- |\n| 2018\u003Cbr>Written Teacher Feedback: Reflections of Year Seven Music Students\u003Cbr>Kimberley Goh\u003Cbr>Curtin University, [kimberley.goh@postgrad.curtin.edu.au](kimberley.goh@postgrad.curtin.edu.au)\u003Cbr>Rebecca Walker\u003Cbr>Curtin University, [rebecca.m.walker@curtin.edu.au](rebecca.m.walker@curtin.edu.au) |  |\n\nRecommended Citation  \nGoh, K., & Walker, R. (2018). Written Teacher Feedback: Reflections of Year Seven Music Students. Australian Journal of Teacher Education, 43 (12).  \nRetrieved from [https://ro.ecu.edu.au/ajte/vol43/iss12/3](https://ro.ecu.edu.au/ajte/vol43/iss12/3)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol43/iss12/3](https://ro.ecu.edu.au/ajte/vol43/iss12/3)  \nAustralian Journal of Teacher Education  \nWritten Teacher Feedback: Reflections of Year Seven Music Students  \nKimberley Goh  \nRebecca Walker  \nCurtin University  \nAbstract: Providing effective feedback to students is a significant issue  \nfor Australian educators. The ability to provide effective feedback  \ncomprises one of the Australian Professional Standards for Teachers and is seen as being a key element of quality teaching. Much research  \nhas been conducted into what constitutes effective feedback. Yet in  \nspite of this existing knowledge, evidence suggests that feedback  \ncontinues to be poorly received by students. The overall purpose of  \nthis research was to explore how ten Year Seven students (aged 12-  \n13) reflected on and responded to written teacher feedback on a music history/appreciation project. Data from this pilot study revealed that  \nstudents reflected on and responded to feedback based on personal  \nfeatures, task perceptions and individual choices. Findings from this  \nstudy are relevant to teachers and teacher educators interested in  \nimproving classroom feedback practices.  \nIntroduction  \nFeedback is often identified as being a critical element of teaching, learning and assessment. In education, feedback can be defined as information that is provided by an agent regarding aspects of a student’s performance or understanding (Hattie & Timperley, 2007) . Feedback can be provided through various means, for example, students may provide oral feedback to peers, and a computer program may generate automated feedback to a student. This study focusses specifically on written feedback provided by a teacher to individual students.  \nTeachers provide written feedback to students with the expectation that they will respond to it and make improvements in their learning. However, a problem exists in that students do not always receive and respond to feedback in anticipated or desired ways (O’Donovan, Rust, & Price, 2016). To address this issue, researchers have sought to identify characteristics or factors that contribute to increasing the effectiveness of feedback (e.g., Bangert-Drowns, Kulik, Kulik, & Morgan, 1991; Black & Wiliam, 1998; Hattie & Timperley, 2007; Shute, 2008) . Much of this research has focussed on the mechanics of giving feedback and explaining or extending teachers’ feedback practice.  \nIn more recent years, studies have shown the need to shift the focus to how students respond to feedback. That is, increased attention should be paid to how students receive, understand and use feedback rather than on how teachers provide it (Gamlem & Smith, 2013; Hattie & Gan, 2011). The pilot study reported in this article contributes to this emerging area.  \nThe overall aim of this research was to explore how Year Seven students (aged 12-13) reflected on and responded to written teacher feedback. The research question guiding the study was: ‘How do Year Seven students reflect on and respond to written teacher feedback provided in the context of a music history/appreciation project?’ This study stemmed from the motivation of the first author to investigate her students’ experiences of written teacher  \nVol 43, ","cbCaidADCrEt5LWp","https://ap.wps.com/l/cbCaidADCrEt5LWp","pdf",218543,13,"English","# Abstract\n# Introduction\n## Feedback in teaching, learning and assessment\n## Focus shift to student responses\n# Literature Review\n## Theoretical Perspectives on Feedback","[{\"question\":\"What is the purpose of this research?\",\"answer\":\"The research explores how Year Seven students (aged 12–13) reflected on and responded to written teacher feedback in the context of a music history/appreciation project.\"},{\"question\":\"Why is feedback considered important in education?\",\"answer\":\"Feedback is identified as a critical element of teaching, learning and assessment, and it is associated with the Australian Professional Standards for Teachers as a component of quality teaching.\"},{\"question\":\"How did students reflect on and respond to the written feedback?\",\"answer\":\"Findings from the pilot study show students reflected on and responded to feedback based on personal features, task perceptions and individual choices.\"}]","Written Teacher Feedback - Reflections of Year Seven Music Students | PDF",33]