Literaturnachweis - Detailanzeige
| Autor/inn/en | ahmed Shafi, Adeela; Hatley, Jenny; Middleton, Tristan; Millican, Richard; Templeton, Sian |
|---|---|
| Titel | The Role of Assessment Feedback in Developing Academic Buoyancy |
| Quelle | In: Assessment & Evaluation in Higher Education, 43 (2018) 3, S.415-427 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Middleton, Tristan) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0260-2938 |
| DOI | 10.1080/02602938.2017.1356265 |
| Schlagwörter | Student Evaluation; Feedback (Response); Academic Achievement; Resilience (Psychology); Undergraduate Students; Student Surveys; Student Attitudes; Locus of Control; Grades (Scholastic); Goal Orientation; Responses; Data Analysis; Information Utilization; Foreign Countries; Student Reaction; Action Research; Statistical Analysis; Qualitative Research; United Kingdom |
| Abstract | This research focuses on the everyday challenge in academic learning of assessment, and argues that academic buoyancy is a key factor in academic success. To scaffold students' learning and effectively support academic buoyancy, there is arguably a need for a better understanding of: (i) what students find most and least useful in their assessment feedback; (ii) how students use feedback to approach future assessments; and (iii) how students respond to feedback in terms of what they think, feel and do. Key findings from survey responses of 91 undergraduate students were that students use their feedback more than anticipated and look for specific information to help their future performance. In addition, five indicators of academically buoyant behaviour were identified: an internal locus of control, understanding the grade, being forward looking, being improvement focused and being action orientated. These indicators suggested a distinction between students who were academically buoyant because they were constructive in their response to feedback, and those who appeared less so because they were not action orientated, but more focused on their emotional response. These findings have implications for the provision of assessment feedback in higher education and offer insight into opportunities for the development of academic buoyancy. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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