Feedback as assessment for learning tool: how useful can it be?
Feedback as assessment for learning tool: how useful can it be?
This study investigates the feedback practices and perceptions of lecturers and students in a UK university setting. To assess how lecturers give feedback in practice, 47 pieces of lecturer-written feedback were categorised into a total of 571 analytical points. Analysing the feedback from lecturers' perspectives in terms of the value of feedback, the role of feedback and the effectiveness of feedback helps in an understanding of the rationale for and effects of feedback provision. The results of feedback analyses from students' perspectives show the impact of individual background and intercultural communication barriers on the effective reception of feedback. Differences were identified between students and lecturers' views of feedback as an assessment for learning tool.
1120-1132
Zhang, Lulu
1d9d0010-5a03-46d7-86c1-cff5beda443f
Zheng, Ying
abc38a5e-a4ba-460e-92e2-b766d11d2b29
3 October 2018
Zhang, Lulu
1d9d0010-5a03-46d7-86c1-cff5beda443f
Zheng, Ying
abc38a5e-a4ba-460e-92e2-b766d11d2b29
Zhang, Lulu and Zheng, Ying
(2018)
Feedback as assessment for learning tool: how useful can it be?
Assessment & Evaluation in Higher Education, 43 (7), .
(doi:10.1080/02602938.2018.1434481).
Abstract
This study investigates the feedback practices and perceptions of lecturers and students in a UK university setting. To assess how lecturers give feedback in practice, 47 pieces of lecturer-written feedback were categorised into a total of 571 analytical points. Analysing the feedback from lecturers' perspectives in terms of the value of feedback, the role of feedback and the effectiveness of feedback helps in an understanding of the rationale for and effects of feedback provision. The results of feedback analyses from students' perspectives show the impact of individual background and intercultural communication barriers on the effective reception of feedback. Differences were identified between students and lecturers' views of feedback as an assessment for learning tool.
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Zhang_Zheng_accepted_manuscript_01_Feb_2018
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Accepted/In Press date: 1 February 2018
e-pub ahead of print date: 1 February 2018
Published date: 3 October 2018
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Local EPrints ID: 417665
URI: http://eprints.soton.ac.uk/id/eprint/417665
ISSN: 0260-2938
PURE UUID: a1539a04-f2b4-4ae6-9255-35485ece701a
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Date deposited: 09 Feb 2018 17:30
Last modified: 16 Mar 2024 06:10
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Author:
Lulu Zhang
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