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  • Institutionalized Forms of Teachers’ Feedback in Non-graded Classrooms and Their Role for Parents and Students

Student
Title
Supervisor
Faculty
Educational Programme
Final Grade
Year of Graduation
Elizaveta Petiakina
Institutionalized Forms of Teachers’ Feedback in Non-graded Classrooms and Their Role for Parents and Students
Evidence-based Educational Policy
(Master’s programme)
2019
At the beginning of the XXI century, in the first school year of the Russian school, non-graded education was introduced on a mandatory basis. However, because the need for teacher's signal in response to the students' work persisted, various institutionalized forms of feedback began to appear at the place of the grade, the functioning of which in the class is practically unknown.

In this paper, we used the method of thematic semi-structured interviews. The study involved 14 pupils of the first school year, 14 parents of first graders and 3 primary school teachers. The result of the study was the identification of the features of the functioning of institutionalized forms of teacher's feedback and perception of them by students and parents in conditions of non-graded education in the first grade. In addition, three systems were identified for the teacher to use visible signals, as well as the mechanisms of interaction between the parent and the teacher and first-grader in non- graded education.

The significance of the results obtained is determined by the possibility of using the highlighted features for formulating the tasks of creating the most effective assessment system in the first school year.

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