Literaturnachweis - Detailanzeige
| Autor/inn/en | Beaumont, Chris; O'Doherty, Michelle; Shannon, Lee |
|---|---|
| Titel | Reconceptualising Assessment Feedback: A Key to Improving Student Learning? |
| Quelle | In: Studies in Higher Education, 36 (2011) 6, S.671-687 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0307-5079 |
| DOI | 10.1080/03075071003731135 |
| Schlagwörter | Feedback (Response); Higher Education; Independent Study; Program Effectiveness; Student Experience; Guidance; Universities; Interdisciplinary Approach; Models; Foreign Countries; United Kingdom |
| Abstract | This article reports the findings of research into the student experience of assessment in school/college and higher education, and the impact of transition upon student perceptions of feedback quality. It involved a qualitative study of 23 staff and 145 students in six schools/colleges and three English universities across three disciplines. Results show that students experience a radically different culture of feedback in schools/colleges and higher education, with the former providing extensive formative feedback and guidance, while the latter focuses upon independent learning judged summatively. Students perceived quality feedback as part of a dialogic guidance "process" rather than a summative "event". A model is proposed, the "Dialogic Feedback Cycle", to describe student experiences at school/college, and suggestions are made as to how it can be used as a tool to scaffold the development of independent learning throughout the first year of university study. (Contains 1 figure.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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