'It Has a Purpose beyond Justifying a Mark': Examining the Alignment between the Purpose and Practice of Feedback

Autor/in	Van Heerden, Martina
Titel	'It Has a Purpose beyond Justifying a Mark': Examining the Alignment between the Purpose and Practice of Feedback
Quelle	In: Assessment & Evaluation in Higher Education, 45 (2020) 3, S.359-371 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2019.1644602
Schlagwörter	Feedback (Response); Instructional Effectiveness; Content Analysis; College Freshmen; College English; Alignment (Education); Student Educational Objectives; Writing Assignments; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Inhaltsanalyse; Studienanfänger; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Research has shown that written feedback is important for student learning and development. However, the messages embedded in feedback may lead to students being misled about what they need to learn or how they need to develop. This article reports on a small-scale investigation into the messages embedded in feedback. Legitimation Code Theory was used to first conceptualise the often-hidden purpose of a discipline (English Studies), and concomitantly of feedback within the discipline, and second to analyse actual comments given to first-year students on their assignments. It was found that there is a clear misalignment between the purpose and practice of feedback, thereby suggesting that students are receiving misleading messages about what they need for success within the discipline. This may have implications beyond merely passing the module. A suggestion is made to actively consider, and develop, feedback as a discipline-specific literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01