Feedback alignment: effective and ineffective links between tutors’ and students’ understanding of coursework feedback
ORSMOND, Paul and MERRY, Stephen (2011) Feedback alignment: effective and ineffective links between tutors’ and students’ understanding of coursework feedback. Assessment & Evaluation in Higher Education, 36 (2). pp. 125-136. ISSN 0260-2938Full text not available from this repository. (Request a copy)
Abstract or description
Tutors’ intentions when providing feedback may not be accurately perceived and acted on by students.
In this study, 19 biological sciences students and six tutors were interviewed concerning the tutor’s intentions when providing specific feedback and the students’ perceptions and usage of that feedback. A phenomenological approach was used to analyse the interview data. Additionally,copies of the documented feedback were examined and the feedback style was classified. Student conceptions of the role of feedback included providing guidance,identifying what the tutor wants and giving meaning to the work to develop learning. Analysis of tutor feedback styles indicates that tutors were focussed on giving praise and correcting misunderstandings in the present assignment. Since developmental aspects of students’ learning were rarely addressed in tutor feedback, these findings suggest some misalignment in feedback provision. Tutors need to provide more guidance to students regarding the use of feedback, possibly by introducing better scaffolding and variation into their feedback.
|Subjects:||X300 Academic studies in Education|
|Faculty:||Faculty of Computing, Engineering and Sciences > Sciences|
|Depositing User:||Paul ORSMOND|
|Date Deposited:||23 Jan 2013 17:10|
|Last Modified:||23 Jan 2013 17:10|
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