Exploring teacher perceptions of different types of 'feedback practices' in higher education: Implications for teacher feedback literacy

Exploring teacher perceptions of different types of 'feedback practices' in higher education: Implications for teacher feedback literacy

• Chan, Cecilia Ka Yuk The University of Hong Kong
• Luo, Jiahui The University of Hong Kong

Assessment & Evaluation in Higher Education, 47(1), 61-76, 2021

Routledge

2021

• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見
• S 學校環境、設備與組織
  • SI 學校效能及改進

Feedback Higher Education Teacher Perceptions Feedback Literacy Feedback Purpose

• Hong Kong

• 1997.7 onwards

• 專上教育

Universities around the world are encouraging teachers to provide more constructive feedback to support student learning, but do teachers know how to distinguish constructive feedback? What pedagogical practice is considered as feedback and what is not? For example, is a rubric a type of feedback? To date, very limited research has answered these questions from university teachers' perspectives and the current study aims to address this gap. In this study, ten teacher training workshops were conducted in a university in Hong Kong, with an intention to enhance teachers' competence in assessment and feedback. During the workshops, we first adopted Poll Everywhere to survey whether teachers (N = 248) recognise six types of common pedagogical practices as feedback, and subsequently used this as a base to discuss with teachers the reasons behind their responses. Findings reveal teachers' varied perceptions of these practices as feedback, which may be related to their varied understandings of feedback purposes. The paper calls for an explicit acknowledgement of the multiple purposes of feedback, and concludes with implications for teacher feedback literacy in higher education. Copyright ©2021 Routledge.

• 英文

期刊論文

• 02602938

• 10.1080/02602938.2021.1888074

https://bibliography.lib.eduhk.hk/tc/bibs/18d04ae0

2022-05-12