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Providing students with written feedback on their assessment: A collaborative self-study exploring the nexus of research and practice

Citation

Pittaway, S and Dowden, T, Providing students with written feedback on their assessment: A collaborative self-study exploring the nexus of research and practice, Studying Teacher Education, 10, (3) pp. 197-209. ISSN 1742-5964 (2014) [Refereed Article]

Copyright Statement

Copyright 2014 Taylor & Francis

DOI: doi:10.1080/17425964.2014.949659

Abstract

This 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

Item Details

Item Type:Refereed Article
Keywords:Teacher education assessment feedback reflective practice
Research Division:Education
Research Group:Specialist Studies in Education
Research Field:Teacher Education and Professional Development of Educators
Objective Division:Education and Training
Objective Group:Education and Training Systems
Objective Field:Education and Training Systems not elsewhere classified
Author:Pittaway, S (Dr Sharon Pittaway)
ID Code:95386
Year Published:2014
Deposited By:Education
Deposited On:2014-09-30
Last Modified:2015-05-13
Downloads:0

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