A Pedagogical Alliance for Trust, Wellbeing and the Identification of Errors for Learning and Formative Assessment

Autor/inn/en	Leighton, Jacqueline P.; Bustos Gómez, María Clara
Titel	A Pedagogical Alliance for Trust, Wellbeing and the Identification of Errors for Learning and Formative Assessment
Quelle	In: Educational Psychology, 38 (2018) 3, S.381-406 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leighton, Jacqueline P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2017.1390073
Schlagwörter	Trust (Psychology); Well Being; Error Patterns; Formative Evaluation; Feedback (Response); Teacher Student Relationship; Educational Environment; Undergraduate Students; Intervention; Control Groups; Experimental Groups; Error Correction; Student Attitudes; Alignment (Education); Predictor Variables; Hypothesis Testing; Teaching Methods; Questionnaires; Learning Strategies; Surveys; Statistical Analysis; Motivated Strategies for Learning Questionnaire; Patterns of Adaptive Learning Survey + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Fehlertyp; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Korrektur; Schülerverhalten; Prädiktor; Hypothesenprüfung; Hypothesentest; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Survey; Umfrage; Befragung; Statistische Analyse
Abstract	Formative assessments and feedback are vital to enhancing learning outcomes but require that learners feel at ease identifying their errors, and receiving feedback from a trusted source--teachers. An experimental test of a new theoretical framework was conducted to cultivate a pedagogical alliance to enhance students' (a) trust in the teacher, (b) well-being in the learning environment and (c) identification of confusion and errors for the purpose of learning, assessment and feedback. A sample of 101 undergraduate students was randomly assigned to either an intervention (n = 51) or control (n = 50) condition in Elementary Statistics. Results indicated that a pedagogical alliance could be created to enhance student trust in the instructor, leading students to report greater well-being and a higher number of potential areas of confusion in their understanding of new content material relative to a control group. These results have implications for formative feedback, assessments, and by extension learning outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01