Building academic resilience: Master of Teaching students' perceptions of written feedback on assessment

Dowden, Tony and Allen, Jeanne (2013) Building academic resilience: Master of Teaching students' perceptions of written feedback on assessment. In: Annual Conference of the Australian Teacher Education Association (ATEA 2013): Knowledge Makers and Notice Takers: Teacher Education Research Impacting Policy and Practice, 30 Jun-3 Jul 2013, Brisbane, Australia.

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Abstract

This paper reports on a two-year study of tertiary education students' perceptions of written feedback on assessment. Contextualised in a regional Australian university and drawing on a cohort of Master of Teaching pre-service teachers, a survey approach was used to collect data from participants in both years of their graduate-level entry program. The paper contributes to the emerging body of literature on students' perceptions of written feedback on assessment by discussing four themes that emerged from the study. It concludes with a number of recommendations for teacher educators to enhance current feedback practices.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: Copyright © 2012 Australian Teacher Education Association. All Rights Reserved. Paper 15.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 17 Dec 2013 03:56
Last Modified: 02 Dec 2015 02:04
Uncontrolled Keywords: academic resilience; emotion; students' perceptions; written feedback; higher education research
Fields of Research : 17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology
13 Education > 1301 Education Systems > 130103 Higher Education
13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
URI: http://eprints.usq.edu.au/id/eprint/24400

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