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Being up-to-date with researched-based teaching practice is essential in providing qualityeducation. To achieve this goal, this quantitative study investigated the effect of teacherfeedback (TF) on student learning in an international high school. It was hypothesized thatteacher feedback affects achievement. A paper-and-pen survey questionnaire adapted fromRowe and Wood (2008) was administered to students in grades 9-12. Data was collectedthrough convenient sampling (N= 78). Descriptive statistics analysis revealed TF methodswere either individual verbal, individual written, group verbal or group written. Studentsvalued TF that specifically revealed what needed to be improved, and what the teachers’expectations were relevant to the purpose of the assignment. They preferred TF on the errorsthey made on their right and wrong answers and through sample answers posted onSchoology. This was indicative of TF on surface learning. The preferred TF on deep learningincluded discussing the subject with the teacher, guidance on how to work out the answers ontheir own and participation in classroom discussion. A multiple regression was calculated topredict CGPA based on teacher feedback. The result shows that there is a weak relationshipbetween TF and student achievement (R2 of .096). For those who are interested in teacherfeedback, the researcher recommends an experimental study on the feedback that leads toself-regulation

Teacher Feedback: Its Correlation with Students’ Preferences and Perceptions, and Its Impact on Learning at an International school in Thailand.