Humanising feedback encounters
A qualitative study of relational literacies for teachers engaging in technology-enhanced feedback
Datos Bibliográficos
| ID | 19379243 |
|---|---|
| Autores | Ameena L Payne (0000-0001-9938-4144, Deakin University, autor de correspondencia), Rola Ajjawi (0000-0003-0651-3870, Deakin University), Jessica Holloway (0000-0001-9267-3197, Institute for Learning Sciences and Teacher Education, Australian Catholic University) |
| Año | 2023 |
| Volumen | 48 |
| Número | 7 |
| Páginas | 903-914 |
| Fecha de publicación | 2023-10-03 |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Assessment & Evaluation in Higher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2022.2155610 |
| OpenAlex | W4311404548 |
| Idioma | EN |
| Citas recibidas | 6 |
| Referencias citadas | 25 |
Modes of feedback such as audio or video are thought to foster relationality because they humanise feedback encounters. Few studies have examined teacher feedback literacies for relationality. This knowledge gap is significant as students want to be seen by their teachers and for their teachers to express care within the feedback encounter. Teacher feedback literacies are the knowledges, skills and dispositions needed to enhance and sustain a student-centred feedback process. Using a qualitative approach, our research question centred on what teacher feedback literacies and strategies are required to implement relational technology-enhanced feedback. We interviewed 10 higher education teachers with diverse characteristics and identified three teacher literacies for relational technology-enhanced feedback: socio-affective facilitates an awareness to student attitudes toward feedback and teacher self-expression; design empowers a consciousness of the logical arrangement and purpose of feedback to better prepare and engage students; and communication reflects the construction of a deliberate, empathetic message. The implications are for higher education institutions and teachers to consider how the relational can enable the strengths of feedback that can better support and encourage students’ engagement with feedback
Consciousness · Mathematics education · Pedagogy · Peer feedback · Qualitative research · Sociology · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Psychology · Student Assessment and Feedback
Artificial Intelligence in L2 learning
Designing relational feedback
Teacher feedback literacy as an emerging field
Towards emotionally intelligent feedback in undergraduate thesis supervision
Do well-regarded university teachers exhibit feedback literacy? Examining the validity of a competency framework
The Impact of AI‐Assisted L2 Learning on Learners’ Emotions
Designing Effective Feedback Processes in Higher Education
Dissolving the Dichotomies Between Online and Campus-Based Teaching
Teacher feedback literacy and its interplay with student feedback literacy
Emotion as reflexive practice
Video-based feedback on student assessment
Developing the relational in teacher feedback literacy
What feedback literate teachers do
Enabling feedback seeking, agency and uptake through dialogic screencast feedback
Connecting teacher and student assessment literacy with self-evaluation and peer feedback
Rethinking models of feedback for learning
Exploring teacher perceptions of different types of ‘feedback practices’ in higher education
Feedback that works
Pedagogical Relational Teachership (PeRT) – a multi-relational perspective
The development of student feedback literacy
Effects of Knowledge of Performance
The Power of Feedback
It'd be useful, but I wouldn't use it
| Citas por año | 3 |
|---|---|
| Intervalo de citas | 2024 - 2026 (3) |
| Altamente citado | No |