ERIC Number: EJ1041350
Record Type: Journal
Publication Date: 2014
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1742-5964
EISSN: N/A
Providing Students with Written Feedback on Their Assessment: A Collaborative Self-Study Exploring the Nexus of Research and Practice
Pittaway, Sharon; Dowden, Tony
Studying Teacher Education, v10 n3 p197-209 2014
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.
Descriptors: Foreign Countries, Teacher Education, Preservice Teachers, Feedback (Response), Qualitative Research, Student Needs, Reflection, Teaching Methods, Educational Assessment, Student Evaluation of Teacher Performance, Formative Evaluation, Self Evaluation (Individuals)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A