Examining Students' Feedback Engagement and Assessment Experiences: A Mixed Study

Autor/inn/en	Vattøy, Kim-Daniel; Gamlem, Siv M.; Rogne, Wenke Mork
Titel	Examining Students' Feedback Engagement and Assessment Experiences: A Mixed Study
Quelle	In: Studies in Higher Education, 46 (2021) 11, S.2325-2337 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vattøy, Kim-Daniel) ORCID (Gamlem, Siv M.) ORCID (Rogne, Wenke Mork)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2020.1723523
Schlagwörter	Feedback (Response); Student Evaluation; Formative Evaluation; College Students; Teacher Education Programs; Predictor Variables; Educational Quality; Gender Differences; Student Attitudes; Barriers; Relevance (Education); Teacher Student Relationship; Trust (Psychology); Summative Evaluation; Foreign Countries; Norway + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Collegestudent; Prädiktor; Quality of education; Bildungsqualität; Geschlechterkonflikt; Schülerverhalten; Relevance; Relevanz; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Norwegen
Abstract	This study examined students' feedback engagement and assessment experiences in a higher education teacher programme with the Assessment Experience Questionnaire (n = 182) and individual interviews (n = 14). The results suggested that quantity of effort and feedback quality were the most important predictors of variance in students' use of feedback. Feedback quality was a stronger predictor for female students' use of feedback compared to male students. Feedback quantity partially mediated the relationship between use of feedback and feedback quality for all students. The interviewed students emphasised that feedback had to be comprehensible, process-oriented, and dialogic to be used. On the contrary, feedback barriers were considered to occur when feedback was negative, incomprehensible, contradictory, or lacked relevance. Maladaptive feedback agency was reported to be exercised by students when teacher-student relationships were affected by mistrust, negativity, or disagreements. The results indicated a summative assessment culture with some formative traits. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01