Differing perceptions in the feedback process

Differing perceptions in the feedback process

• Carless, David University of Hong Kong

Studies in Higher Education, 31(2), 219-233, 2006

Routledge

2006

• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods
• N Students & Student Services
  • NC Charactieristics & Conditions of Students; Opinion & Attitudes of Students, Problems of Adjustment

Foreign Countries Perception Feedback Assignments Universities Academic Discourse Grading Student Attitudes Teacher Centers Misconceptions Meta Analysis Individual Differences Hong Kong

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

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.
[Copyright of Studies in Higher Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/03075070600572132]

• English

Journal Articles

• 03075079

• 10.1080/03075070600572132

https://bibliography.lib.eduhk.hk/en/bibs/65aeee20

2010-11-24