Student teacher assessment feedback preferences: the influence of cognitive styles and gender
Student teacher assessment feedback preferences: the influence of cognitive styles and gender
The enhancement of assessment feedback is an international concern. This study is unique in its exploration of the nature of the relationship between student teachers’ assessment feedback preferences, cognitive styles and gender, with a view to informing the development of assessment feedback practices and course design within initial teacher education (ITE) contexts. The cognitive styles and assessment feedback preferences of 108 initial teacher education student teachers (41 males; 67 females) were identified. Similarities as well as differences in assessment feedback preferences between males and females were evident, along with interaction effects between cognitive styles and gender. The use of an explicit framework in the form of a Personal Learning Styles Pedagogy is offered as a way of enhancing ITE course design and assessment feedback provision.
cognitive styles, gender, assessment feedback, initial teacher education, personal learning styles pedagogy
271-280
Evans, Carol
feb8235f-ae58-46ab-847e-785137d61131
Waring, Michael
68c69509-bf3e-4115-90db-4e7389387eac
2011
Evans, Carol
feb8235f-ae58-46ab-847e-785137d61131
Waring, Michael
68c69509-bf3e-4115-90db-4e7389387eac
Evans, Carol and Waring, Michael
(2011)
Student teacher assessment feedback preferences: the influence of cognitive styles and gender.
Learning and Individual Differences, 21 (3), .
(doi:10.1016/j.lindif.2010.11.011).
Abstract
The enhancement of assessment feedback is an international concern. This study is unique in its exploration of the nature of the relationship between student teachers’ assessment feedback preferences, cognitive styles and gender, with a view to informing the development of assessment feedback practices and course design within initial teacher education (ITE) contexts. The cognitive styles and assessment feedback preferences of 108 initial teacher education student teachers (41 males; 67 females) were identified. Similarities as well as differences in assessment feedback preferences between males and females were evident, along with interaction effects between cognitive styles and gender. The use of an explicit framework in the form of a Personal Learning Styles Pedagogy is offered as a way of enhancing ITE course design and assessment feedback provision.
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Accepted/In Press date: 17 November 2010
e-pub ahead of print date: 1 December 2010
Published date: 2011
Keywords:
cognitive styles, gender, assessment feedback, initial teacher education, personal learning styles pedagogy
Organisations:
Southampton Education School
Identifiers
Local EPrints ID: 373871
URI: http://eprints.soton.ac.uk/id/eprint/373871
ISSN: 1041-6080
PURE UUID: f78439d3-fbae-4e8c-a644-3d9f95e56647
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Date deposited: 29 Jan 2015 13:09
Last modified: 14 Mar 2024 18:58
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Author:
Michael Waring
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