Developing Effective Assessment Feedback: Academic Buoyancy and the Relational Dimensions of Feedback

Autor/inn/en	Middleton, Tristan; ahmed Shafi, Adeela; Millican, Richard; Templeton, Sian
Titel	Developing Effective Assessment Feedback: Academic Buoyancy and the Relational Dimensions of Feedback
Quelle	In: Teaching in Higher Education, 28 (2023) 1, S.118-135 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Middleton, Tristan) ORCID (ahmed Shafi, Adeela) ORCID (Templeton, Sian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2020.1777397
Schlagwörter	Student Evaluation; Feedback (Response); Tutors; Academic Persistence; Undergraduate Students; Foreign Countries; Interaction; Student Attitudes; Written Language; Assessment Literacy; Psychological Patterns; Emotional Response; Locus of Control; Resilience (Psychology); United Kingdom + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Förderlehrer; Lehrender; Tutor; Ausland; Interaktion; Schülerverhalten; Geschriebene Sprache; Emotionales Verhalten; Großbritannien
Abstract	This research reports on the second phase of a project exploring the effectiveness of tutor to student assessment feedback. It highlights the dynamic interaction of interpersonal and intrapersonal contexts in effective feedback processes. It proposes a holistic conceptualisation of feedback that considers the academic buoyancy and attributes of the recipient, and the relationships and opportunities for dialogue with the provider and the ramifications for practice. To explore the impact of the implementation of changes to practice suggested from phase one of the research, qualitative data were collected and analysed from student focus groups and individual interviews within a UK undergraduate education course. Links from this phase between feedback processes, affect, tutor input and the 'Key 5' indicators of academic buoyancy emerge, revealing the importance of reciprocal relationships and dialogic interactions. This demonstrates the need to acknowledge the individuals involved and the nature of the relationships between them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01