Differing perceptions in the feedback process
Differing perceptions in the feedback process
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DOI：
10.1080/03075070600572132
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发表时间：
2006-04-01
影响因子：
4.2
通讯作者：
Carless, D
中科院分区：
文献类型：
--
作者：
Carless, D
反馈对于有效学习的发展至关重要，但相对而言研究不足。本文试图研究的概念，书面反馈的作业，并认为，这种反馈过程是更复杂的，有时比承认。作者通过在八所大学进行的大规模问卷调查，说明了作业反馈的问题的性质，然后通过从教师教育学院的学生收集的细粒度的数据进行了更深入的分析。本文以话语、权力和情感等概念为框架。它突出了学生和教师对评估，评分和反馈过程的一些不同看法。作者最后认为，“评估对话”是一种前进的方式，以减轻一些不信任或误解，可能是不必要的结果的评估过程。
Feedback is central to the development of effective learning, yet is comparatively underresearched. This article seeks to examine the notion of written feedback on assignments and argue that this feedback process is more complex than is sometimes acknowledged. The author illustrates the problematic nature of assignment feedback by drawing on a large-scale questionnaire survey conducted across eight universities, and then analysing the issue in more depth though fine-grained data collected from students in a teacher education institute. The article is framed by the concepts of discourse, power and emotion. It highlights a number of different perceptions of students and tutors towards the assessment, marking and feedback process. The author concludes by arguing that 'assessment dialogues' are a way forward to mitigate some of the mistrust or misconceptions that may be unwanted outcomes of the assessment process.