Negotiating feedback: lecturer perceptions of feedback dissatisfaction
This study analyses lecturersââ¬â¢ perceptions of feedback provided to university undergraduates and why in many cases it appears to prove so unsatisfactory to students. Recent research into the issue of feedback in higher education (HE) suggests that most existing studies on the subject have focus...
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| Formato: | article |
| Lenguaje: | EN |
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Association for Learning Development in Higher Education (ALDinHE)
2013
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| Acceso en línea: | https://doaj.org/article/36cc0243996a481bb0415a1bd5984d4c |
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| Sumario: | This study analyses lecturersââ¬â¢ perceptions of feedback provided to university undergraduates and why in many cases it appears to prove so unsatisfactory to students. Recent research into the issue of feedback in higher education (HE) suggests that most existing studies on the subject have focused on students, whereas there is far less work on teachers in relation to formative learning (Bailey, 2008; Bailey and Garner, 2010). Indeed, Evans (2013) notes that only 7.1% of research articles she explored in her wide-ranging review of existing assessment and feedback literature focused exclusively on lecturer perspectives. Therefore, in addition to considering the findings of existing literature, this study explores the results of five interviews with HE History lecturers to explore their understanding of the issue of student dissatisfaction with feedback.
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