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dc.contributor.authorBader, Monika
dc.contributor.authorBurner, Tony
dc.contributor.authorIversen, Sarah Hoem
dc.contributor.authorVarga, Zoltan
dc.date.accessioned2019-11-21T09:22:03Z
dc.date.available2019-11-21T09:22:03Z
dc.date.created2019-01-16T17:30:41Z
dc.date.issued2019
dc.identifier.citationAssessment & Evaluation in Higher Education. 2019, 44 (7), 1017-1028.nb_NO
dc.identifier.issn0260-2938
dc.identifier.urihttp://hdl.handle.net/11250/2629675
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francisnb_NO
dc.description.abstractDespite the crucial role that students play in formative assessment practices, student perspectives on such practices are relatively under-researched. Through a qualitative analysis of 128 reflection notes written by student teachers of English, this article investigates the students’ perceptions of formative feedback as part of portfolio assessment at two teacher education institutions in Norway. As such, it contributes to bridging the gap between research and practice. Students received peer and teacher feedback on assignments and wrote reflection notes during the semester. Findings show that students are positive towards teacher feedback and highlight the significance of teacher praise. Main objections raised against peer feedback concern the lack of constructive criticism. However, positive attitudes towards peer discussion groups suggest that they may be a more effective way of implementing peer assessment than formalised written peer commentary. Student reflections suggest that a failure to understand the task and the feedback is a possible hindrance to successfully revising assignments. Overall, students’ positive attitudes towards the portfolio process, which includes multiple drafting, suggest that students in higher education would benefit from more opportunities to revise and resubmit their work, yet they need adequate practice in providing peer feedback, and interpreting and implementing feedback in general.nb_NO
dc.language.isoengnb_NO
dc.relation.urihttps://www.tandfonline.com/doi/abs/10.1080/02602938.2018.1564811?journalCode=caeh20
dc.titleStudent perspectives on formative feedback as part of writing portfoliosnb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionacceptedVersionnb_NO
dc.source.pagenumber1017-1028nb_NO
dc.source.volume44nb_NO
dc.source.journalAssessment & Evaluation in Higher Educationnb_NO
dc.source.issue7nb_NO
dc.identifier.doi10.1080/02602938.2018.1564811
dc.identifier.cristin1658703
cristin.unitcode222,59,2,0
cristin.unitnameInstitutt for språk og litteratur
cristin.ispublishedtrue
cristin.fulltextpostprint
cristin.qualitycode1


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