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dc.contributor.authorBlair, Alasdairen
dc.contributor.authorMcGinty, Samen
dc.date.accessioned2012-06-18T14:17:11Z
dc.date.available2012-06-18T14:17:11Z
dc.date.issued2012-01-18
dc.identifier.citationBlair, A. and McGinty, S. (2012) Feedback-Dialogues: Exploring the student perspective. Assessment & Evaluation in Higher Education, 38 (4), pp. 466-476en
dc.identifier.issn0260-2938
dc.identifier.urihttp://hdl.handle.net/2086/6196
dc.description.abstractThere have been many recommendations for dialogue to be part of the feedback process for students in higher education. In this paper we report on the findings of feedback-dialogue practices among 17 History, Politics and International Relations undergraduate students. The study is based on findings obtained from semi-structured interviews and focus groups which sought to explore the extent to which students perceive feedback-dialogues to be part of their learning experience and subsequently the value they place upon them. The aim of the research is to develop strategies for encouraging dialogue between lecturer-student and student-student to enhance the students’ experiences of feedback. Analysis of the results indicates the existence of a ‘top-down’ approach to dialogue between lecturers and students and gaps in opportunities for these types of exchange. A range of strategies for creating models which address these two issues are proposed.en
dc.language.isoenen
dc.publisherAssessment & Evaluation in Higher Educationen
dc.subjectfeedback-dialogueen
dc.subjecttransmissionen
dc.subjectnegotiationen
dc.subjectPolitics and International Relationsen
dc.subjecthistoryen
dc.titleFeedback-Dialogues: Exploring the student perspectiveen
dc.typeArticleen
dc.identifier.doihttp://dx.doi.org/10.1080/02602938.2011.649244
dc.peerreviewedYesen


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