Feedback: focusing attention on engagement

被引：261

作者：

Price, Margaret ^{[1
]}

Handley, Karen ^{[1
]}

Millar, Jill ^{[1
]}

机构：

[1] Oxford Brookes Univ, Sch Business, Oxford OX3 0BP, England

来源：

STUDIES IN HIGHER EDUCATION | 2011年 / 36卷 / 08期

关键词：

feedback; student engagement; assessment; student and tutor perceptions; level of engagement; HIGHER-EDUCATION; FORMATIVE ASSESSMENT; STUDENT; FRAMEWORK;

D O I：

10.1080/03075079.2010.483513

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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'.

引用

页码：879 / 896

页数：18

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