Students' perceptions of written feedback in teacher education: ideally feedback is a continuing two-way communication that encourages progress.

Dowden, Tony and Pittaway, Sharon and Yost, Helen and McCarthy, Robyn (2013) Students' perceptions of written feedback in teacher education: ideally feedback is a continuing two-way communication that encourages progress. Assessment and Evaluation in Higher Education, 38 (3). pp. 349-362. ISSN 0260-2938

Abstract

A small but growing body of research has investigated students' perceptions of written feedback in higher education but little attention has been brought to bear on students’ emotional responses to feedback. This paper investigates students' perceptions of written feedback with particular emphasis on their emotional responses within a teacher education program in a regional Australian university. On-line questionnaires were used to gather qualitative data from cohorts of distance students and on-campus students. The study found that students' emotions strongly mediated their perceptions of written feedback. The paper concludes that in order to accommodate students' emotional responses, effective written feedback should be aligned with pedagogies which specifically include the development of rich dialogue within the teaching and learning context.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: © 2013 Copyright Taylor and Francis Group, LLC. First published online 11 Nov 2011. Published version deposited in accordance with the copyright policy of the publisher
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 25 Jul 2013 05:37
Last Modified: 02 Dec 2015 02:03
Uncontrolled Keywords: feedback; written feedback; perceptions; emotion; dialogue; higher education research
Fields of Research : 17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology
13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation
Socio-Economic Objective: C Society > 93 Education and Training > 9305 Education and Training Systems > 930599 Education and Training Systems not elsewhere classified
Identification Number or DOI: 10.1080/02602938.2011.632676
URI: http://eprints.usq.edu.au/id/eprint/23802

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