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Feedback, iterative processing and academic trust : teacher education students' perceptions of assessment feedback

journal contribution
posted on 06.12.2017, 00:00 authored by Joanne DarguschJoanne Dargusch, Susan DavisSusan Davis
Feedback and reflective processes play an important role in learning with both teachers and students required to play active roles. The importance of feedback processes and practices takes on an added dimension in the field of teacher education as the assessment and feedback processes are also professional practices that students themselves will be enacting in their professional roles. To this end, feedback provides opportunities for students to develop their own professional assessment literacy but also draws attention to the role of the teacher-education lecturer or assessor and the roles and relationships involved. This article reports on a research study which investigated teacher education students’ perceptions of assessment feedback and how they used it. Drawing upon a sociocultural framing, findings highlight the importance of different mediating means including rules, roles and relationships, the practice of iterative processing and the importance of ‘academic trust’.

Funding

Category 1 - Australian Competitive Grants (this includes ARC, NHMRC)

History

Volume

40

Issue

1

Start Page

177

End Page

191

Number of Pages

15

ISSN

1835-517X

Location

Perth, WA

Publisher

Edith Cowan University

Language

en-aus

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

Learning and Teaching Education Research Centre (LTERC); School of Education and the Arts (2013- );

Era Eligible

Yes

Journal

Australian journal of teacher education .