Feedback Alignment: Effective and Ineffective Links between Tutors' and Students' Understanding of Coursework Feedback

Autor/inn/en	Orsmond, Paul; Merry, Stephen
Titel	Feedback Alignment: Effective and Ineffective Links between Tutors' and Students' Understanding of Coursework Feedback
Quelle	In: Assessment & Evaluation in Higher Education, 36 (2011) 2, S.125-136 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
Schlagwörter	Foreign Countries; Feedback (Response); Student Attitudes; Biological Sciences; Phenomenology; College Students; College Faculty; Intention; Interviews; Interpersonal Communication; Communication Problems; Communication Strategies; College Instruction; Science Instruction; Grading; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Abwasserbiologie; Phenomenological psychology; Phänomenologie; Psychologie; Collegestudent; Fakultät; Interviewing; Interviewtechnik; Interpersonale Kommunikation; Kommunikationsbarriere; Kommunikationsstrategie; Hochschullehre; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Notengebung; Schulnote; Großbritannien
Abstract	Tutors' intentions when providing feedback may not be accurately perceived and acted on by students. In this study, 19 biological sciences students and six tutors were interviewed concerning the tutor's intentions when providing specific feedback and the students' perceptions and usage of that feedback. A phenomenological approach was used to analyse the interview data. Additionally, copies of the documented feedback were examined and the feedback style was classified. Student conceptions of the role of feedback included providing guidance, identifying what the tutor wants and giving meaning to the work to develop learning. Analysis of tutor feedback styles indicates that tutors were focussed on giving praise and correcting misunderstandings in the present assignment. Since developmental aspects of students' learning were rarely addressed in tutor feedback, these findings suggest some misalignment in feedback provision. Tutors need to provide more guidance to students regarding the use of feedback, possibly by introducing better scaffolding and variation into their feedback. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10