How am I doing? Soliciting student feedback in the secondary English classroom

Abstract

Purpose

This study aims to explore three methods of soliciting student-to-teacher feedback in a tenth-grade English classroom.

Design/methodology/approach

The foundational inquiry asks what type of instructions – sentence stems, open-response or directed-response – yields the most honest and actionable responses when soliciting feedback. The data were coded for the presence and quality of constructive feedback and rationales, and their content was examined for classroom implications relating to the inclusion of student voice writ large.

Findings

The three sets of anonymous responses, each prompted by one of the types of instructions named above, suggested four trends irrespective of solicitation style: students were unlikely to critique their teacher; students seldom provided a rationale for their comments; students often spoke more about the personal rather than academic nature of their experiences; and students often addressed the class environment and the class collective as integral to their learning experiences.

Originality/value

These trends encouraged six considerations in the practice of including student voice in the author’s own classroom and beyond: we must validate student critique, co-define concepts that are central to effective feedback, time invitations thoughtfully, create a constant feedback loop rather than isolated collections, invite feedback practices that are collaborative among students and let go of singular notions of student voice.

Citation

Davis-Porada, N. (2023), "How am I doing? Soliciting student feedback in the secondary English classroom", English Teaching: Practice & Critique, Vol. 22 No. 4, pp. 389-403. https://doi.org/10.1108/ETPC-08-2022-0100