The significance of assignment feedback: from consumption to construction

De Montfort University Open Research Archive

Show simple item record Blair, Alasdair en Curtis, Steven en Goodwin, Mark en Shields, Sam en 2012-11-29T16:24:24Z 2012-11-29T16:24:24Z 2012-11-16
dc.identifier.citation Blair, A., Curtis, S. Goodwin, M. and Shields, S. (2012) The significance of assignment feedback: from consumption to construction. European Political Science, 12 (2), pp. 231-244 en
dc.identifier.issn 1680-4333
dc.description.abstract Research undertaken on student feedback has pointed to the difficulties that students have in understanding written feedback. However, little attention has been given to understanding student views on verbal feedback. This article aims to fill this gap by reporting on the findings of verbal feedback practices among 114 History, Politics and International Relations students obtained from a questionnaire survey. These findings were supported by five in-depth semi-structured interviews. The findings show variance in student views with regard to different aspects of verbal feedback. The research outlines a number of suggestions that assist in developing verbal feedback opportunities further. It is argued that ‘feedback- dialogues’ provide a mechanism for improving student understanding of feedback. en
dc.language.iso en en
dc.publisher Palgrave Macmillan en
dc.subject assessment en
dc.subject feedback en
dc.subject dialogue en
dc.subject feedback-dialogues en
dc.subject student satisfaction en
dc.title The significance of assignment feedback: from consumption to construction en
dc.type Article en
dc.peerreviewed Yes en

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