Providing students with written feedback on their assessment: a collaborative self-study exploring the nexus of research and practice
Article
Article Title | Providing students with written feedback on their assessment: a collaborative self-study exploring the nexus of research and practice |
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ERA Journal ID | 20760 |
Article Category | Article |
Authors | Pittaway, Sharon (Author) and Dowden, Tony (Author) |
Journal Title | Studying Teacher Education |
Journal Citation | 10 (3), pp. 197-209 |
Number of Pages | 13 |
Year | 2014 |
Place of Publication | Abingdon, OX. United Kingdom |
ISSN | 1742-5964 |
1742-5972 | |
Digital Object Identifier (DOI) | https://doi.org/10.1080/17425964.2014.949659 |
Abstract | This article is an account of a collaborative self-study of the process of providing written feedback on assessment to our teacher education students. Our five-year study grew out of concerns that written feedback might not always meet the learning needs of our students. The study was informed by on-going analysis of our reading of the relevant literature, our experience conducting a qualitative research study of students' perceptions of written feedback on assessment, and our professional conversations along the way. We became increasingly aware that our personal beliefs about learning and teaching underpin our respective approaches to providing written feedback on assessment. The process of critical reflection enabled us to achieve a congruence of professional practice that resolved our concerns about the nature of written feedback and enhanced our respective pedagogical practices. |
Keywords | assessment; critical reflection; pedagogical practice; written feedback; higher education research |
ANZSRC Field of Research 2020 | 390307. Teacher education and professional development of educators |
470108. Organisational, interpersonal and intercultural communication | |
390402. Education assessment and evaluation | |
Public Notes | Copyright 2014 Taylor & Francis. Permanent restricted access to published version due to publisher copyright policy. |
Byline Affiliations | University of Tasmania |
Faculty of Education | |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q2w94/providing-students-with-written-feedback-on-their-assessment-a-collaborative-self-study-exploring-the-nexus-of-research-and-practice
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