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Providing students with written feedback on their assessment: A collaborative self-study exploring the nexus of research and practice
journal contribution
posted on 2023-05-18, 03:54 authored by Pittaway, S, Dowden, TThis article is an account of a collaborative self-study of the process of providing written feedback on assessment to our teacher education students. Our five-year study grew out of concerns that written feedback might not always meet the learning needs of our students. The study was informed by on-going analysis of our reading of the relevant literature, our experience conducting a qualitative research study of students' perceptions of written feedback on assessment, and our professional conversations along the way. We became increasingly aware that our personal beliefs about learning and teaching underpin our respective approaches to providing written feedback on assessment. The process of critical reflection enabled us to achieve a congruence of professional practice that resolved our concerns about the nature of written feedback and enhanced our respective pedagogical practices
History
Publication title
Studying Teacher EducationVolume
10Pagination
197-209ISSN
1742-5964Department/School
Faculty of EducationPublisher
United KingdomPlace of publication
RoutledgeRights statement
Copyright 2014 Taylor & FrancisRepository Status
- Restricted