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Autor/inn/enChalmers, Charlotte; Mowat, Elaine; Chapman, Maggie
TitelMarking and Providing Feedback Face-to-Face: Staff and Student Perspectives
QuelleIn: Active Learning in Higher Education, 19 (2018) 1, S.35-45 (11 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1469-7874
DOI10.1177/1469787417721363
SchlagwörterFeedback (Response); Teacher Attitudes; Student Attitudes; Grading; College Freshmen; Cohort Analysis; Focus Groups; Student Experience; Biological Sciences; Essay Tests; Objective Tests; Student Motivation; Intermode Differences; Relevance (Education); Interpersonal Communication; Communication Strategies; Qualitative Research
AbstractThe setting, marking and providing feedback on assessments form an important part of a tutor's role. Studies into the use of feedback and how it is interpreted by students indicate a mismatch between what students are looking for and what tutors think they are giving. Tutors comment that students are more interested in the mark than the feedback, and yet students indicate that they do not get enough feedback or that it is not useful. This study investigates student and staff perceptions of the linking of marking and feedback in face-to-face sessions. A cohort of year 1 university students were given the option of receiving either written feedback or a 15-minute meeting with one of their tutors to have their essay marked with them. In all, 49 students chose face-to-face marking, and the remaining 35 students received written feedback. Focus groups were used to investigate the student experience. Staff members were also asked to reflect on the process. Students and staff found the experience of face-to-face marking beneficial and positive. Both felt that the time spent together allowed for a feedback dialogue about the piece of work and that staff could explain and justify why marks were given. (As Provided).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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