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Students' perceptions of written feedback in teacher education: ideally feedback is a continuing two-way communication that encourages progress
journal contribution
posted on 2023-05-17, 10:01 authored by Dowden, T, Pittaway, S, Yost, H, Robyn McCarthyRobyn McCarthyA small but growing body of research has investigated students’ perceptions of written feedback in higher education but little attention has been brought to bear on students’ emotional responses to feedback. This paper investigates students’ perceptions of written feedback with particular emphasis on their emotional responses within a teacher education programme in a regional Australian university. Online questionnaires were used to gather qualitative data from cohorts of distance students and on-campus students. The study found that students’ emotions strongly mediated their perceptions of written feedback. The paper concludes that in order to accommodate students’ emotional responses, effective written feedback should be aligned with pedagogies which specifically include the development of rich dialogue within the teaching and learning context.
History
Publication title
Assessment and Evaluation in Higher Education: An International JournalVolume
38Pagination
349-362ISSN
0260-2938Department/School
Faculty of EducationPublisher
RoutledgePlace of publication
United KingdomRights statement
Copyright 2011 Taylor & Francis.Repository Status
- Restricted