Students' perceptions of written feedback in teacher education: ideally feedback is a continuing two-way communication that encourages progress.

Article

Dowden, Tony, Pittaway, Sharon, Yost, Helen and McCarthy, Robyn. 2013. "Students' perceptions of written feedback in teacher education: ideally feedback is a continuing two-way communication that encourages progress." Assessment and Evaluation in Higher Education. 38 (3), pp. 349-362. https://doi.org/10.1080/02602938.2011.632676
Article Title

Students' perceptions of written feedback in teacher education: ideally feedback is a continuing two-way communication that encourages progress.

ERA Journal ID19964
Article CategoryArticle
AuthorsDowden, Tony (Author), Pittaway, Sharon (Author), Yost, Helen (Author) and McCarthy, Robyn (Author)
Journal TitleAssessment and Evaluation in Higher Education
Journal Citation38 (3), pp. 349-362
Number of Pages14
Year2013
Place of PublicationAbingdon, Oxon. United Kingdom
ISSN0260-2938
1469-297X
Digital Object Identifier (DOI)https://doi.org/10.1080/02602938.2011.632676
Abstract

A small but growing body of research has investigated students' perceptions of written feedback in higher education but little attention has been brought to bear on students’ emotional responses to feedback. This paper investigates students' perceptions of written feedback with particular emphasis on their emotional responses within a teacher education program in a regional Australian university. On-line questionnaires were used to gather qualitative data from cohorts of distance students and on-campus students. The study found that students' emotions strongly mediated their perceptions of written feedback. The paper concludes that in order to accommodate students' emotional responses, effective written feedback should be aligned with pedagogies which specifically include the development of rich dialogue within the teaching and learning context.

Keywordsfeedback; written feedback; perceptions; emotion; dialogue; higher education research
ANZSRC Field of Research 2020520102. Educational psychology
390307. Teacher education and professional development of educators
390402. Education assessment and evaluation
Public Notes

© 2013 Copyright Taylor and Francis Group, LLC.
First published online 11 Nov 2011. Published version deposited in accordance with the copyright policy of the publisher

Byline AffiliationsFaculty of Education
University of Tasmania
Institution of OriginUniversity of Southern Queensland
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