McDowell, Liz (2006) How feedback works for some of the people some of the time. In: Challenging Perspectives on Assessment, 2006, Open University.
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Abstract
Tutor feedback on assignments is considered very important by staff and students but there has been debate about how useful it actually is. Students have a highly personal response to feedback because it impinges on their emotions, identity and feelings of self-worth, but we can identify some general types of response to academic assignments and feedback. The presentation looks at the 'typical' responses of: Gordon who sees feedback as a judgment on his capability; Carla who sees feedback as an integral part of learning; Martin who sees it as a checkpoint; and Pia who sees it as guidance for future tasks. We can adopt some golden rules for feedback, drawn from research on these different responses, which have the potential to benefit the majority of students.
| Item Type: | Conference or Workshop Item (Other) |
|---|---|
| Additional Information: | This work is licensed under a Creative Commons Attribution 2.0 licence. |
| Subjects: | X300 Academic studies in Education |
| Department: | Faculties > Health and Life Sciences > Social Work, Education and Community Wellbeing |
| Related URLs: | |
| Depositing User: | EPrint Services |
| Date Deposited: | 04 Nov 2010 14:28 |
| Last Modified: | 17 Dec 2023 11:15 |
| URI: | https://nrl.northumbria.ac.uk/id/eprint/13 |
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