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- Publisher Website: 10.1080/02602938.2021.1888074
- Scopus: eid_2-s2.0-85102510878
- WOS: WOS:000627647000001
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Article: Exploring teacher perceptions of different types of ‘feedback practices’ in higher education: implications for teacher feedback literacy
Title | Exploring teacher perceptions of different types of ‘feedback practices’ in higher education: implications for teacher feedback literacy |
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Authors | |
Keywords | Feedback higher education teacher perceptions feedback literacy feedback purpose |
Issue Date | 2021 |
Publisher | Routledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02602938.asp |
Citation | Assessment & Evaluation in Higher Education, 2021, Epub 2021-03-10 How to Cite? |
Abstract | Universities around the world are encouraging teachers to provide more constructive feedback to support student learning, but do teachers know how to distinguish constructive feedback? What pedagogical practice is considered as feedback and what is not? For example, is a rubric a type of feedback? To date, very limited research has answered these questions from university teachers’ perspectives and the current study aims to address this gap. In this study, ten teacher training workshops were conducted in a university in Hong Kong, with an intention to enhance teachers’ competence in assessment and feedback. During the workshops, we first adopted Poll Everywhere to survey whether teachers (N = 248) recognise six types of common pedagogical practices as feedback, and subsequently used this as a base to discuss with teachers the reasons behind their responses. Findings reveal teachers’ varied perceptions of these practices as feedback, which may be related to their varied understandings of feedback purposes. The paper calls for an explicit acknowledgement of the multiple purposes of feedback, and concludes with implications for teacher feedback literacy in higher education. |
Persistent Identifier | http://hdl.handle.net/10722/295749 |
ISSN | 2023 Impact Factor: 4.1 2023 SCImago Journal Rankings: 2.738 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Chan, CKY | - |
dc.contributor.author | LUO, J | - |
dc.date.accessioned | 2021-02-08T08:13:28Z | - |
dc.date.available | 2021-02-08T08:13:28Z | - |
dc.date.issued | 2021 | - |
dc.identifier.citation | Assessment & Evaluation in Higher Education, 2021, Epub 2021-03-10 | - |
dc.identifier.issn | 0260-2938 | - |
dc.identifier.uri | http://hdl.handle.net/10722/295749 | - |
dc.description.abstract | Universities around the world are encouraging teachers to provide more constructive feedback to support student learning, but do teachers know how to distinguish constructive feedback? What pedagogical practice is considered as feedback and what is not? For example, is a rubric a type of feedback? To date, very limited research has answered these questions from university teachers’ perspectives and the current study aims to address this gap. In this study, ten teacher training workshops were conducted in a university in Hong Kong, with an intention to enhance teachers’ competence in assessment and feedback. During the workshops, we first adopted Poll Everywhere to survey whether teachers (N = 248) recognise six types of common pedagogical practices as feedback, and subsequently used this as a base to discuss with teachers the reasons behind their responses. Findings reveal teachers’ varied perceptions of these practices as feedback, which may be related to their varied understandings of feedback purposes. The paper calls for an explicit acknowledgement of the multiple purposes of feedback, and concludes with implications for teacher feedback literacy in higher education. | - |
dc.language | eng | - |
dc.publisher | Routledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02602938.asp | - |
dc.relation.ispartof | Assessment & Evaluation in Higher Education | - |
dc.rights | Preprint: This is an Author's Original Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online: http://www.tandfonline.com/doi/abs/[Article DOI]. Postprint: This is an Accepted Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online at: http://www.tandfonline.com/doi/abs/[Article DOI]. | - |
dc.subject | Feedback | - |
dc.subject | higher education | - |
dc.subject | teacher perceptions | - |
dc.subject | feedback literacy | - |
dc.subject | feedback purpose | - |
dc.title | Exploring teacher perceptions of different types of ‘feedback practices’ in higher education: implications for teacher feedback literacy | - |
dc.type | Article | - |
dc.identifier.email | Chan, CKY: ckchan09@hku.hk | - |
dc.identifier.authority | Chan, CKY=rp00892 | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1080/02602938.2021.1888074 | - |
dc.identifier.scopus | eid_2-s2.0-85102510878 | - |
dc.identifier.hkuros | 321182 | - |
dc.identifier.volume | Epub 2021-03-10 | - |
dc.identifier.isi | WOS:000627647000001 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 0260-2938 | - |