Educators' Perceptions of Responsibility-Sharing in Feedback Processes

Autor/inn/en	Winstone, Naomi; Pitt, Edd; Nash, Robert
Titel	Educators' Perceptions of Responsibility-Sharing in Feedback Processes
Quelle	In: Assessment & Evaluation in Higher Education, 46 (2021) 1, S.118-131 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Winstone, Naomi) ORCID (Pitt, Edd) ORCID (Nash, Robert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2020.1748569
Schlagwörter	College Faculty; Teacher Attitudes; Teacher Responsibility; Student Responsibility; Student Role; Teacher Student Relationship; Student Development; Assessment Literacy; Instructional Effectiveness; Feedback (Response); Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Fakultät; Lehrerverhalten; Lehrverpflichtung; Teacher student relationships; Lehrer-Schüler-Beziehung; Unterrichtserfolg; Ausland; Großbritannien
Abstract	Many policies and processes in higher education reinforce a conception of feedback as being the transmission of information, thus placing primary responsibility on educators for delivering this information 'well' whilst neglecting the essential responsibilities of learners. In this study, 216 university educators described the responsibilities of students, and of educators themselves, in the feedback process. We analysed their responses using both content analysis and a novel linguistic analysis of the specific words used. The content analysis indicated a clear influence of transmission-based models of feedback on educators' views, with educators seen as responsible primarily for providing comments, and students responsible primarily for processing these comments. Linguistically, educators conveyed greater certainty and were more likely to use referents to power and positive emotion, when describing their own as opposed to students' responsibilities. These findings underscore the necessity of a cultural shift toward responsibility-sharing in the context of feedback in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01