Access the full text.
Sign up today, get DeepDyve free for 14 days.
Loading next page...
/lp/taylor-francis/differing-perceptions-in-the-feedback-process-e7jRLn413N
References (35)
-
Kate Chanock (2000)
Comments on Essays: Do students understand what tutors write?Teaching in Higher Education, 5
-
P. Black, D. Wiliam (1998)
Assessment and Classroom LearningAssessment in Education: Principles, Policy & Practice, 5
-
G. Gibbs, C. Simpson, R. Macdonald (2003)
Improving student learning through changing assessment - a conceptual and practical framework -
M. Reynolds, K. Trehan (2000)
Assessment: A critical perspectiveStudies in Higher Education, 25
-
Effie Maclellan (2001)
Assessment for Learning: The differing perceptions of tutors and studentsAssessment & Evaluation in Higher Education, 26
-
Mary Lea, B. Street (1998)
Student writing in higher education: An academic literacies approachStudies in Higher Education, 23
-
P. Ramsden (1991)
Learning to Teach in Higher Education -
R. Ivanič, R. Clark, R. Rimmershaw (2000)
What am I supposed to make of this? : the messages conveyed to students by tutors' written comments. -
D. Boud (1995)
Assessment and learning: contradictory or complementary? -
Graham Gibbs, Claire Simpson (2005)
Conditions Under Which Assessment Supports Students’ Learning -
R. Butler (1988)
ENHANCING AND UNDERMINING INTRINSIC MOTIVATION: THE EFFECTS OF TASK‐INVOLVING AND EGO‐INVOLVING EVALUATION ON INTEREST AND PERFORMANCEBritish Journal of Educational Psychology, 58
-
C. Rust, M. Price, Berry O’Donovan (2003)
Improving Students' Learning by Developing their Understanding of Assessment Criteria and ProcessesAssessment & Evaluation in Higher Education, 28
-
A. Mutch (2003)
Exploring the Practice of Feedback to StudentsActive Learning in Higher Education, 4
-
(1995)
Mokita’. The truth that everyone knows but nobody talks about: bias in grading -
J. Hattie, R. Jaeger (1998)
Assessment and Classroom Learning: a deductive approachAssessment in Education: Principles, Policy & Practice, 5
-
J. Hattie, J. Biggs, N. Purdie (1996)
Effects of Learning Skills Interventions on Student Learning: A Meta-AnalysisReview of Educational Research, 66
-
P. Schwartz, G. Webb (2002)
Assessment : case studies, experience and practice from higher education -
(2000)
Be more critical”: rethinking assessment feedback, paper presented to British Educational Research Association Conference, Cardiff University -
D. Hounsell (2003)
Student feedback, Learning and Development -
D. James (2000)
Making the graduate: perspectives on student experience of assessment in higher education -
(2000)
Academic writing in new and emergent discipline areas -
B. Fraser (1987)
Identifying the Salient Facets of a Model of Student Learning: A Synthesis of Meta Analyses.International Journal of Educational Research, 11
-
Mantz Yorke (2003)
Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practiceHigher Education, 45
-
Royce Sadler (2002)
Ah!...So that's 'quality' -
D. Carless (2002)
The 'Mini-Viva' as a Tool to Enhance Assessment for LearningAssessment & Evaluation in Higher Education, 27
-
(2004)
Hong Kong tertiary teachers’ and students’ perceptions of assessment purposes and practices, paper presented to Learning-oriented assessment conference, Hong Kong -
P. Black, C. Harrison, Clare Lee, B. Marshall, D. Wiliam (2003)
Assessment for Learning- putting it into practice -
Mantz Yorke (2001)
Formative Assessment and its Relevance to RetentionHigher Education Research & Development, 20
-
R. Higgins, Peter Hartley, A. Skelton (2001)
Getting the Message Across: The problem of communicating assessment feedbackTeaching in Higher Education, 6
-
P. Knight, Mantz Yorke (2003)
Assessment Learning and Employability -
D. Kember (2000)
Misconceptions about the learning approaches, motivation and study practices of Asian studentsHigher Education, 40
-
D. Boud, N. Falchikov (2006)
Aligning assessment with long‐term learningAssessment & Evaluation in Higher Education, 31
-
R. Higgins, Peter Hartley, A. Skelton (2002)
The Conscientious Consumer: Reconsidering the role of assessment feedback in student learningStudies in Higher Education, 27
-
(1999)
Biases in marking students ’ written work : quality ? in : -
D. Sadler (1989)
Formative assessment and the design of instructional systemsInstructional Science, 18
- Publisher
- Taylor & Francis
- Copyright
- Copyright Society for Research into Higher Education
- ISSN
- 1470-174X
- eISSN
- 0307-5079
- DOI
- 10.1080/03075070600572132
- Publisher site
- See Article on Publisher Site
Abstract
Feedback is central to the development of effective learning, yet is comparatively underresearched. This article seeks to examine the notion of written feedback on assignments and argue that this feedback process is more complex than is sometimes acknowledged. The author illustrates the problematic nature of assignment feedback by drawing on a large‐scale questionnaire survey conducted across eight universities, and then analysing the issue in more depth though fine‐grained data collected from students in a teacher education institute. The article is framed by the concepts of discourse, power and emotion. It highlights a number of different perceptions of students and tutors towards the assessment, marking and feedback process. The author concludes by arguing that ‘assessment dialogues’ are a way forward to mitigate some of the mistrust or misconceptions that may be unwanted outcomes of the assessment process.
Journal
Studies in Higher Education – Taylor & Francis
Published: Apr 1, 2006