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ERIC Number: EJ923301
Record Type: Journal
Publication Date: 2011-Jun
Pages: 10
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-1041-6080
Student Teacher Assessment Feedback Preferences: The Influence of Cognitive Styles and Gender
Evans, Carol; Waring, Michael
Learning and Individual Differences, v21 n3 p271-280 Jun 2011
The enhancement of assessment feedback is an international concern. This study is unique in its exploration of the nature of the relationship between student teachers' assessment feedback preferences, cognitive styles and gender, with a view to informing the development of assessment feedback practices and course design within initial teacher education (ITE) contexts. The cognitive styles and assessment feedback preferences of 108 initial teacher education student teachers (41 males; 67 females) were identified. Similarities as well as differences in assessment feedback preferences between males and females were evident, along with interaction effects between cognitive styles and gender. The use of an explicit framework in the form of a Personal Learning Styles Pedagogy is offered as a way of enhancing ITE course design and assessment feedback provision.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A