A written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships
Bibliographic Data
| ID | 19378589 |
|---|---|
| Authors | Gail Crimmins (0000-0002-7548-0139, University of the Sunshine Coast), Greg Nash (0000-0002-4891-8844, University of the Sunshine Coast), Gregory Nash, Florin Oprescu (0000-0003-1342-3566, University of the Sunshine Coast, corresponding author), Marama Liebergreen (University of the Sunshine Coast), Janet Turley (0000-0001-8815-655X, University of the Sunshine Coast), Richard Bond (University of the Sunshine Coast), Jeanne Dayton (University of the Sunshine Coast) |
| Year | 2016 |
| Volume | 41 |
| Issue | 1 |
| Pages | 141-153 |
| Publication date | 2016-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2014.986644 |
| OpenAlex | W2020068642 |
| Language | EN |
| Citations received | 16 |
| References cited | 25 |
In response to the shortcomings of current assessment feedback practice, this paper presents the results of a study designed to examine students’ and teachers’ experience of engaging in a written, reflective and dialogic feedback (WRDF) strategy. The strategy was designed to enhance the learning experience of students undertaking a large first-year core course at a regional Australian university in semester 2, 2012. The evaluation consisted of three components: student surveys pre- and post-WRDF; a student focus group post-WRDF; and a teacher survey post-WRDF. Participating students’ and teachers’ perceptions of the WRDF assessment feedback suggested that students value feedback highly, and show a preference for feedback combining written, reflective and dialogic processes. The research findings suggest that the WRDF framework can be utilised to address the immediate, practical problem of students’ and teachers’ dissatisfaction with the practice of assessment feedback. Thus, WRDF may be used to nurture teacher/student relationships and enhance the learning process. Although a relatively intensive process, the WRDF strategy can serve an integral role in enhancing feedback practices and supporting students
Dialogic · Focus group · Mathematics education · Medical education · Nature versus nurture · Pedagogy · Peer feedback · Perception · Preference · Reflective Practice · Sociology · Computer Science · Evaluation of Teaching Practices · Medicine · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Student perceptions of assessment feedback
Classroom Assessment as Co-Regulated Learning
“My brain doesn't communicate with my hands”
University student experiences of feedback
How does self-regulated learning influence formative assessment and summative grade? Comparing online and blended learners
Like porcupines and hedgehogs”
Undergraduate student perceptions of assessment and feedback practice
Students’ perspectives of early assessment tasks in their first-year at university
What feedback literate teachers do
Feedback engagement as a multidimensional construct
University teachers’ reflections on the reasons behind their changing feedback practice
Dialogism in feedback literacies
If first-year students are afraid of public speaking assessments what can teachers do to alleviate such anxiety
‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it
Feedback that works
Dialogic feedback and literary disciplinary knowledge in L2 writing instruction
The feedback triangle and the enhancement of dialogic feedback processes
Beyond ‘doing time’
Assessment and Classroom Learning
Feedback
Aligning assessment with long‐term learning
Moving feedback forward
From monologue to dialogue
Beyond feedback
Generating dialogue in assessment feedback
Strategies for using feedback students bring to higher education
Assessment for Learning
A Case Study on Audio Feedback with Geography Undergraduates
Do students value feedback? Student perceptions of tutors’ written responses
Using thematic analysis in psychology
Reconceptualising assessment feedback
Feedback
Differing perceptions in the feedback process
| Unique citing works | 16 |
|---|---|
| Citations per year | 1.6 |
| Citation span | 2016 - 2025 (10) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 16 |