An Investigation of the Types and Qualities of Teacher Feedback

The aim of this study was to investigate the quality of teacher verbal and written feedback to students. the research was conducted in a primary school, in trabzon, with 3 classroom teachers. data collection involved lesson observations and document analysis methods. nine mathematics lessons were observed in total for verbal feedback and students’ mathematics notebooks were collected and examined for written feedback. transcripts were analysed using tunstall and gipps’ (1996) feedback typology. the results showed that the teachers used evaluative feedback more than the descriptive feedback. the important factors identified as underlying this result were inadequate training of teachers on the effective use of feedback and low expectations that teachers may hold about their students. thus, recommendations were made to improve teachers’ awareness regarding the effective implementation of formative assessment and effective use of feedback.