A written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships

In response to the shortcomings of current assessment feedback practice, this paper presents the results of a study designed to examine students' and teachers' experience of engaging in a written, reflective and dialogic feedback (WRDF) strategy. The strategy was designed to enhance the le...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Crimmins, Gail [verfasserIn] Nash, Gregory Oprescu, Florin Liebergreen, Marama Turley, Janet Bond, Richard Dayton, Jeanne

Format:	Artikel
Sprache:	Englisch

Erschienen:	2016

Rechteinformationen:	Nutzungsrecht: © 2014 Taylor & Francis 2014

Schlagwörter:	student engagement self-regulation student perceptions teacher perceptions assessment feedback Teachers Feedback Colleges & universities Perceptions Learning Students

Übergeordnetes Werk:	Enthalten in: Assessment and evaluation in higher education - London [u.a.] : Taylor & Francis, 1980, 41(2016), 1, Seite 141-13
Übergeordnetes Werk:	volume:41 ; year:2016 ; number:1 ; pages:141-13

Links:	Volltext Link aufrufen Link aufrufen

DOI / URN:	10.1080/02602938.2014.986644

Katalog-ID:	OLC197066004X

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topic_title	370 ZDB 81.00 bkl A written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships student engagement self-regulation student perceptions teacher perceptions assessment feedback Teachers Feedback Colleges & universities Perceptions Learning Students
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topic_unstemmed	ddc 370 bkl 81.00 misc student engagement misc self-regulation misc student perceptions misc teacher perceptions misc assessment feedback misc Teachers misc Feedback misc Colleges & universities misc Perceptions misc Learning misc Students
topic_browse	ddc 370 bkl 81.00 misc student engagement misc self-regulation misc student perceptions misc teacher perceptions misc assessment feedback misc Teachers misc Feedback misc Colleges & universities misc Perceptions misc Learning misc Students
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title	A written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships
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title_full	A written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships
author_sort	Crimmins, Gail
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title_sort	written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships
title_auth	A written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships
abstract	In response to the shortcomings of current assessment feedback practice, this paper presents the results of a study designed to examine students' and teachers' experience of engaging in a written, reflective and dialogic feedback (WRDF) strategy. The strategy was designed to enhance the learning experience of students undertaking a large first-year core course at a regional Australian university in semester 2, 2012. The evaluation consisted of three components: student surveys pre- and post-WRDF; a student focus group post-WRDF; and a teacher survey post-WRDF. Participating students' and teachers' perceptions of the WRDF assessment feedback suggested that students value feedback highly, and show a preference for feedback combining written, reflective and dialogic processes. The research findings suggest that the WRDF framework can be utilised to address the immediate, practical problem of students' and teachers' dissatisfaction with the practice of assessment feedback. Thus, WRDF may be used to nurture teacher/student relationships and enhance the learning process. Although a relatively intensive process, the WRDF strategy can serve an integral role in enhancing feedback practices and supporting students.
abstractGer	In response to the shortcomings of current assessment feedback practice, this paper presents the results of a study designed to examine students' and teachers' experience of engaging in a written, reflective and dialogic feedback (WRDF) strategy. The strategy was designed to enhance the learning experience of students undertaking a large first-year core course at a regional Australian university in semester 2, 2012. The evaluation consisted of three components: student surveys pre- and post-WRDF; a student focus group post-WRDF; and a teacher survey post-WRDF. Participating students' and teachers' perceptions of the WRDF assessment feedback suggested that students value feedback highly, and show a preference for feedback combining written, reflective and dialogic processes. The research findings suggest that the WRDF framework can be utilised to address the immediate, practical problem of students' and teachers' dissatisfaction with the practice of assessment feedback. Thus, WRDF may be used to nurture teacher/student relationships and enhance the learning process. Although a relatively intensive process, the WRDF strategy can serve an integral role in enhancing feedback practices and supporting students.
abstract_unstemmed	In response to the shortcomings of current assessment feedback practice, this paper presents the results of a study designed to examine students' and teachers' experience of engaging in a written, reflective and dialogic feedback (WRDF) strategy. The strategy was designed to enhance the learning experience of students undertaking a large first-year core course at a regional Australian university in semester 2, 2012. The evaluation consisted of three components: student surveys pre- and post-WRDF; a student focus group post-WRDF; and a teacher survey post-WRDF. Participating students' and teachers' perceptions of the WRDF assessment feedback suggested that students value feedback highly, and show a preference for feedback combining written, reflective and dialogic processes. The research findings suggest that the WRDF framework can be utilised to address the immediate, practical problem of students' and teachers' dissatisfaction with the practice of assessment feedback. Thus, WRDF may be used to nurture teacher/student relationships and enhance the learning process. Although a relatively intensive process, the WRDF strategy can serve an integral role in enhancing feedback practices and supporting students.
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title_short	A written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships
url	http://dx.doi.org/10.1080/02602938.2014.986644 http://www.tandfonline.com/doi/abs/10.1080/02602938.2014.986644 http://search.proquest.com/docview/1757946162
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author2	Nash, Gregory Oprescu, Florin Liebergreen, Marama Turley, Janet Bond, Richard Dayton, Jeanne
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doi_str	10.1080/02602938.2014.986644
up_date	2024-07-03T16:17:53.799Z
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