The Effect of Feedback from Pupil to Teacher on Assessment for Leaning and Visible Learning: An Ethnographic Case Study in a Community School in England and the Outcome in a State High School in Queensland, Australia

Table 2

Feedback from pupils to teachers and the equivalence values of the level of attainment and SAT results measured in mid-May and June in Phase II.

Case; groups	Sex	Name; (coded)	Feedback-pupil; to teacher^®	Behaviour^β	Classwork	Attainment; mid-May to June	SAT; in June	Teaching; grade	Predicted; grade
Group A	M	James	3	4	4	3	3.5	3.5	3.75
	M	Brandon	4	4	4	3	3.75	3.75	3.75
	M	Krystain	4	3	4	3.5	3.75	3.75	4
	F	Brittany	4	3	3	3.5	3.75	3.75	4
	F	Ana	3	4	4	3	3.5	3.5	3.75
	F	Shona	3	3	3	3	3.5	3.5	3.75
Group B	M	Manni	1	3	3	2	2.75	3	3.5
	M	Pedro	1	3	3	2.75	3	3	3.5
	M	Jason	0	4	3	2	2.5	2.75	3
	F	Manjot	0	4	3	2	2	2.75	3
	F	Kiran	0	4	3	2	2	2.75	3
	F	Courtesy	0	4	3	2	2	2.75	3

^®Estimated Pupil to Teacher Feedback values: (4 maximum, 1 minimum) frequency of Feedback from pupil to teacher.