Facilitating students’ proactive recipience of feedback with feedback portfolios

Balloo, Kieran ORCID: https://orcid.org/0000-0002-1745-4653 and Vashakidze, Aka (2020) Facilitating students’ proactive recipience of feedback with feedback portfolios. In: Enhancing student-centred teaching in higher education: the landscape of student-staff research partnerships. Palgrave Macmillan Ltd., Cham, Switzerland, pp. 255-272. ISBN 978-3-030-35395-7


Abstract

Feedback is most effective when students are active participants in the feedback process. However, students may need to be supported to become proactive recipients of feedback. This chapter discusses how feedback portfolios are potentially useful interventions that may facilitate students’ recipience skills of self-appraisal, goal-setting and self-regulation, and engagement and motivation. After reviewing the ways in which feedback portfolios appear to target recipience processes, we present a qualitative case study of students’ perceptions of a VLE-embedded feedback e-portfolio to understand more about the ways in which portfolios actually facilitate recipience skills, and whether any barriers are experienced by students. We also reflect on our student-staff partnership approach, particularly in relation to how this benefitted our case study data collection.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Faculty/School / Institute/Centre: No Faculty
Faculty/School / Institute/Centre: No Faculty
Date Deposited: 01 Mar 2022 04:41
Last Modified: 16 Mar 2022 21:22
Uncontrolled Keywords: feedback, students; feedback portfolios, self-appraisal
Fields of Research (2008): 13 Education > 1301 Education Systems > 130103 Higher Education
Fields of Research (2020): 39 EDUCATION > 3903 Education systems > 390303 Higher education
Identification Number or DOI: https://doi.org/10.1007/978-3-030-35396-4_16
URI: http://eprints.usq.edu.au/id/eprint/46273

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