Feedback: Focusing Attention on Engagement

Autor/inn/en	Price, Margaret; Handley, Karen; Millar, Jill
Titel	Feedback: Focusing Attention on Engagement
Quelle	In: Studies in Higher Education, 36 (2011) 8, S.879-896 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2010.483513
Schlagwörter	Feedback (Response); Student Evaluation; College Faculty; Learner Engagement; College Students; Teacher Attitudes; Questionnaires; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Fakultät; Collegestudent; Lehrerverhalten; Fragebogen; Ausland; Großbritannien
Abstract	Within many higher education systems there is a search for means to increase levels of student satisfaction with assessment feedback. This article suggests that the search is under way in the wrong place by concentrating on feedback as a product rather than looking more widely to feedback as a long-term dialogic process in which all parties are engaged. A three-year study, focusing on engaging students with assessment feedback, is presented and analysed using an analytical model of stages of engagement. The analysis suggests that a more holistic, socially-embedded conceptualisation of feedback and engagement is needed. This conceptualisation is likely to encourage tutors to support students in more productive ways, which enable students to use feedback to develop their learning, rather than respond mechanistically to the tutors' "instruction". (Contains 2 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10