2.50
Hdl Handle:
http://hdl.handle.net/10547/336262
Title:
Student engagement and the role of feedback in learning
Authors:
Wilson, Ann
Abstract:
Using an historical approach the intention of this paper is to identify from the literature better practice in feedback. Assessment is an essential element in the learning cycle, and is central to an understanding of how learning outcomes are achieved. It is through their assessments that we come to know our students, if our teaching has been successful and plays a significant role in determining the students' success. However, unlike the teaching process, assessment does not have the same dialogic element that learning and teaching now has. While feedback is a key element in formative assessment, we do not know how our feedback is understood by the learner, or what meaning they make of it. What makes good feedback, and how do we ensure that learners can understand and act upon it? The current language of learning and teaching is underscored with the concept of student engagement with the curriculum. However, the language of assessment often remains in the realm of judgement and the way it is conveyed is clearly in the transmission model of teaching where rigidity, standards and rules stand in place of dialogue, flexibility and learner centeredness.
Affiliation:
University of New South Wales
Citation:
Wilson, A. (2012) 'Student engagement and the role of feedback in learning', Journal of Pedagogic Development, 2 (1), pp.15-19.
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
Mar-2012
URI:
http://hdl.handle.net/10547/336262
Additional Links:
http://www.beds.ac.uk/jpd/volume-2-issue-1/student-engagement-and-the-role-of-feedback-in-learning
Type:
Article
Language:
en
Series/Report no.:
Volume 2; Issue 1
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorWilson, Annen
dc.date.accessioned2014-11-27T12:20:24Z-
dc.date.available2014-11-27T12:20:24Z-
dc.date.issued2012-03-
dc.identifier.citationWilson, A. (2012) 'Student engagement and the role of feedback in learning', Journal of Pedagogic Development, 2 (1), pp.15-19.en
dc.identifier.issn2047-3265-
dc.identifier.urihttp://hdl.handle.net/10547/336262-
dc.description.abstractUsing an historical approach the intention of this paper is to identify from the literature better practice in feedback. Assessment is an essential element in the learning cycle, and is central to an understanding of how learning outcomes are achieved. It is through their assessments that we come to know our students, if our teaching has been successful and plays a significant role in determining the students' success. However, unlike the teaching process, assessment does not have the same dialogic element that learning and teaching now has. While feedback is a key element in formative assessment, we do not know how our feedback is understood by the learner, or what meaning they make of it. What makes good feedback, and how do we ensure that learners can understand and act upon it? The current language of learning and teaching is underscored with the concept of student engagement with the curriculum. However, the language of assessment often remains in the realm of judgement and the way it is conveyed is clearly in the transmission model of teaching where rigidity, standards and rules stand in place of dialogue, flexibility and learner centeredness.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.ispartofseriesVolume 2en
dc.relation.ispartofseriesIssue 1en
dc.relation.urlhttp://www.beds.ac.uk/jpd/volume-2-issue-1/student-engagement-and-the-role-of-feedback-in-learningen
dc.subjectengagementen
dc.subjectfeedbacken
dc.subjectstudent engagementen
dc.titleStudent engagement and the role of feedback in learningen
dc.typeArticleen
dc.contributor.departmentUniversity of New South Walesen
dc.identifier.journalJournal of pedagogic developmenten
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