Supporting students' assignment writing: What lecturers do in a master of education programme

Supporting students' assignment writing: What lecturers do in a master of education programme

• Li, Yongyan The University of Hong Kong
• Hu, Guangwei Nanyang Technological University, Singapore

Assessment & Evaluation in Higher Education, 43(1), 1-13, 2018

Routledge

2018

• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods
• Q Philosophy of Education, Educational System & School At Different Levels
  • QE Post-Secondary Education

Instructional Systems Design Instructional Systems Higher Education Graduate Education Professional Education Academic Literacies Assessment Criteria and Standards Master of Education (M.Ed.) Programmes Written Assignments

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

Teachers' instructional practices surrounding written assignments have been little researched, despite writing remaining the primary means of assessment in higher education, including postgraduate professional development programmes. In this paper, we report a study that explored what a sample of lecturers in a Master of Education programme at an English-medium university in Hong Kong did to support students' assignment writing. We integrate perspectives provided by the relevant higher education literature, the academic literacies approach and North American rhetorical genre studies to shed light on the findings derived from our analyses of interview and documentary data. We showed that our lecturer participants both engaged in direct instruction on assignment writing and provided indirect support. Our study contributed to the existing literature and raised questions for future research.
[Copyright of Assessment & Evaluation in Higher Education is the property of Routledge.]

• English

Journal Articles

• 02602938

• 10.1080/02602938.2016.1274017

https://bibliography.lib.eduhk.hk/en/bibs/5584da96

2018-06-14