File Download
  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Differing perceptions in the feedback process

TitleDiffering perceptions in the feedback process
Authors
Issue Date2006
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/03075079.asp
Citation
Studies In Higher Education, 2006, v. 31 n. 2, p. 219-233 How to Cite?
AbstractFeedback is central to the development of effective learning, yet is comparatively underresearched. This article seeks to examine the notion of written feedback on assignments and argue that this feedback process is more complex than is sometimes acknowledged. The author illustrates the problematic nature of assignment feedback by drawing on a large-scale questionnaire survey conducted across eight universities, and then analysing the issue in more depth though fine-grained data collected from students in a teacher education institute. The article is framed by the concepts of discourse, power and emotion. It highlights a number of different perceptions of students and tutors towards the assessment, marking and feedback process. The author concludes by arguing that 'assessment dialogues are a way forward to mitigate some of the mistrust or misconceptions that may be unwanted outcomes of the assessment process.
Persistent Identifierhttp://hdl.handle.net/10722/85168
ISSN
2015 Impact Factor: 1.222
2015 SCImago Journal Rankings: 1.160
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorCarless, Den_HK
dc.date.accessioned2010-09-06T09:01:36Z-
dc.date.available2010-09-06T09:01:36Z-
dc.date.issued2006en_HK
dc.identifier.citationStudies In Higher Education, 2006, v. 31 n. 2, p. 219-233en_HK
dc.identifier.issn0307-5079en_HK
dc.identifier.urihttp://hdl.handle.net/10722/85168-
dc.description.abstractFeedback is central to the development of effective learning, yet is comparatively underresearched. This article seeks to examine the notion of written feedback on assignments and argue that this feedback process is more complex than is sometimes acknowledged. The author illustrates the problematic nature of assignment feedback by drawing on a large-scale questionnaire survey conducted across eight universities, and then analysing the issue in more depth though fine-grained data collected from students in a teacher education institute. The article is framed by the concepts of discourse, power and emotion. It highlights a number of different perceptions of students and tutors towards the assessment, marking and feedback process. The author concludes by arguing that 'assessment dialogues are a way forward to mitigate some of the mistrust or misconceptions that may be unwanted outcomes of the assessment process.en_HK
dc.languageengen_HK
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/03075079.aspen_HK
dc.relation.ispartofStudies in Higher Educationen_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleDiffering perceptions in the feedback processen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0307-5079&volume=31 &issue=2&spage=219 &epage= 233&date=2006&atitle=Differing+Perceptions+in+the+Feedback+Processen_HK
dc.identifier.emailCarless, D: dcarless@hkucc.hku.hken_HK
dc.identifier.authorityCarless, D=rp00889en_HK
dc.description.naturepreprint-
dc.identifier.doi10.1080/03075070600572132en_HK
dc.identifier.scopuseid_2-s2.0-33645228936en_HK
dc.identifier.hkuros122649en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-33645228936&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume31en_HK
dc.identifier.issue2en_HK
dc.identifier.spage219en_HK
dc.identifier.epage233en_HK
dc.identifier.eissn1470-174X-
dc.identifier.isiWOS:000236871300006-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridCarless, D=13006149700en_HK
dc.identifier.citeulike3429755-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats