Written Assessment and Feedback Practices in Postgraduate Taught Courses in the UK: Staff and International Students' Perspectives

Autor/in	Guillen Solano, Victor
Titel	Written Assessment and Feedback Practices in Postgraduate Taught Courses in the UK: Staff and International Students' Perspectives
Quelle	In: Practitioner Research in Higher Education, 10 (2016) 1, S.65-80 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1755-1382
Schlagwörter	Graduate Students; Foreign Students; English (Second Language); Second Language Learning; Writing Skills; Tutors; Feedback (Response); Statistical Analysis; Qualitative Research; Academic Discourse; Familiarity; Foreign Countries; Socialization; Language Skills; Teaching Assistants; Learning Processes; Teaching Methods; Student Attitudes; Institutional Characteristics; Writing Evaluation; Student Surveys; Semi Structured Interviews; United Kingdom (England) + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Writing skill; Schreibfertigkeit; Förderlehrer; Lehrender; Tutor; Statistische Analyse; Qualitative Forschung; Discourse; Diskurs; Ausland; Socialisation; Sozialisation; Language skill; Sprachkompetenz; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Schülerbefragung
Abstract	In recent years UK universities have attracted an increasing number of international students. Their socialisation into different academic practices greatly depends on their ability to write in English since writing is the main way in which students demonstrate their learning at university. This paper looks into the widely-shared view that tutor feedback can help students develop their academic literacy and argues that academic writing and feedback-giving are social practices influenced by cultural, institutional and departmental contexts. The research combined quantitative and qualitative methods to explore academic expectations, experiences of feedback and perceptions of its impact on international students' academic literacy. The study found that non-UK students on full-time postgraduate taught courses seem to be at a considerable disadvantage because of factors like limited English language skills, or lack of familiarity with cultural, academic, disciplinary or professional conventions. The research found no evidence of a systematic approach for tutors or institutions to measure the impact of feedback on student learning. In this study, feedback seemed to make a limited contribution to students' understanding of literacy practices due to a number of both individual and institutional factors. (As Provided).
Anmerkungen	University of Cumbria. Fusehill Street, Carlisle, Cumbria, CA1 2HH, United Kingdom. Tel: +44-1228-616338; e-mail: riple@cumbria.ac.uk; Web site: http://194.81.189.19/ojs/index.php/prhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01