NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1173134
Record Type: Journal
Publication Date: 2018
Pages: 26
Abstractor: As Provided
ISSN: ISSN-0144-3410
A Pedagogical Alliance for Trust, Wellbeing and the Identification of Errors for Learning and Formative Assessment
Leighton, Jacqueline P.; Bustos Gómez, María Clara
Educational Psychology, v38 n3 p381-406 2018
Formative assessments and feedback are vital to enhancing learning outcomes but require that learners feel at ease identifying their errors, and receiving feedback from a trusted source--teachers. An experimental test of a new theoretical framework was conducted to cultivate a pedagogical alliance to enhance students' (a) trust in the teacher, (b) well-being in the learning environment and (c) identification of confusion and errors for the purpose of learning, assessment and feedback. A sample of 101 undergraduate students was randomly assigned to either an intervention (n = 51) or control (n = 50) condition in Elementary Statistics. Results indicated that a pedagogical alliance could be created to enhance student trust in the instructor, leading students to report greater well-being and a higher number of potential areas of confusion in their understanding of new content material relative to a control group. These results have implications for formative feedback, assessments, and by extension learning outcomes.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire; Patterns of Adaptive Learning Survey
Grant or Contract Numbers: N/A