Book Reviews |
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Authors: | Richard Bailey Mark Garner |
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Institution: | 1. School of Arts and Social Sciences , Northumbria University , Newcastle Upon Tyne, UK richard.bailey@northumbria.ac.uk;3. School of Language and Literature , University of Aberdeen , Aberdeen, Scotland |
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Abstract: | Perceptions of the role and efficacy of written feedback in teaching and learning among teaching staff in British higher education institutions have not been extensively researched. In the present study 48 lecturers in one university and from a cross-section of disciplinary backgrounds were interviewed with respect to their lived experiences with writing assessment feedback. Like most universities, theirs has a stated commitment to academic excellence by, among other things, ensuring timely and useful feedback on assignments. The findings suggest, however, that institutional policies and departmental practices related to formative assessment in this respect are not having the intended effect. Teachers have varied perceptions and beliefs about the purposes of written feedback, and are uncertain about what it achieves and what use students make of it. Far from enhancing written feedback, innovative practices and procedures have created new problems for teachers. There is a clear need for continuing research in this area. |
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Keywords: | written feedback teachers' beliefs and perceptions institutional practices and procedures |
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