Investigating University Tutor Perceptions of Assessment Feedback: Three Types of Tutor Beliefs

Autor/inn/en	Tang, Jinlan; Harrison, Colin
Titel	Investigating University Tutor Perceptions of Assessment Feedback: Three Types of Tutor Beliefs
Quelle	In: Assessment & Evaluation in Higher Education, 36 (2011) 5, S.583-604 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
Schlagwörter	Foreign Countries; Feedback (Response); Teacher Effectiveness; Virtual Universities; Factor Analysis; Beliefs; Assignments; Scores; Grading; Distance Education; Second Language Instruction; English (Second Language); Faculty Development; International Education; College Faculty; Teacher Attitudes; Educational Assessment; College Students; Student Evaluation; Student Attitudes; Questionnaires; Interviews; China; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Faktorenanalyse; Belief; Glaube; Assignment; Auftrag; Zuweisung; Notengebung; Schulnote; Distance study; Distance learning; Fernunterricht; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Internationale Erziehung; Fakultät; Lehrerverhalten; Education; assessment; Bewertungssystem; Collegestudent; Studentische Bewertung; Schülerverhalten; Fragebogen; Interviewing; Interviewtechnik; Großbritannien
Abstract	Feedback is a key element in effective teaching and learning. The issue of how teachers perceive the role of feedback will impact significantly their feedback approaches, the amount of the detail of their feedback and the time and effort expended on the feedback provision. This research was designed with the purpose of exploring how a group of over 50 tutors who were supporting an online university English course perceived, understood and interpreted the processes of assignment feedback. A factor analysis study based on questionnaire data revealed three sets of tutor beliefs towards assessment and tutor feedback: traditional-autonomous-global (TAG), student-centred (SC) and traditional-local (TL). Follow-up in-depth interviews were conducted with tutors. The TAG tutors saw scores as the most important feedback to students, but doubted the value of detailed feedback. SC tutors maintained that good tutor feedback should offer more than mere scores, and that students needed feedback in order to improve. TL tutors tended to underline all the errors and provide detailed feedback. They were negative towards the idea of their feedback being monitored. The authors identified some differing and converging tutor perceptions on assessment feedback, the understanding of which could arguably play an important role in introducing changes in tutor feedback culture. (Contains 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10