Hide metadata

dc.date.accessioned2019-08-20T13:12:59Z
dc.date.available2020-04-03T22:46:18Z
dc.date.created2018-10-04T08:57:10Z
dc.date.issued2018
dc.identifier.citationEsterhazy, Rachelle . What matters for productive feedback? Disciplinary practices and their relational dynamics. Assessment & Evaluation in Higher Education. 2018, 43(8), 1302-1314
dc.identifier.urihttp://hdl.handle.net/10852/69250
dc.description.abstractMost research on feedback has paid limited attention to the role of disciplines and their relational dynamics. This article addresses this limitation by offering a conceptualisation of feedback as a relational process that emerges through feedback encounters shaped by the educational and professional practices of the discipline. Using data from a qualitative case study of an undergraduate software engineering course unit, it explores the relational dynamics between different elements of the course and how these dynamics matter for the emergence of productive feedback encounters. The findings show that a wide range of productive feedback encounters occurred between students and both human and material sources throughout the course. Feedback encounters were productive when students had the opportunity to navigate the tools and conventions necessary to participate in the educational practices of the course and, by extension, the discipline’s professional practices. Different learning activities were characterised by distinctive relational dynamics that provided various opportunities and constraints for productive feedback encounters to emerge. The findings demonstrate the importance of accounting for disciplinary practices and their relational aspects when designing for learning activities that aim to enable students to productively seek out and engage with feedback.en_US
dc.languageEN
dc.publisherRoutledge
dc.relation.ispartofEsterhazy, Rachelle (2019) Productive feedback practices in higher education. Investigating social and epistemic relations in two undergraduate courses. Doctoral thesis. http://hdl.handle.net/10852/69251
dc.relation.urihttp://hdl.handle.net/10852/69251
dc.titleWhat matters for productive feedback? Disciplinary practices and their relational dynamicsen_US
dc.title.alternativeENEngelskEnglishWhat matters for productive feedback? Disciplinary practices and their relational dynamics
dc.typeJournal articleen_US
dc.creator.authorEsterhazy, Rachelle
cristin.unitcode185,18,1,0
cristin.unitnameInstitutt for pedagogikk
cristin.ispublishedtrue
cristin.fulltextpostprint
cristin.qualitycode1
dc.identifier.cristin1617749
dc.identifier.bibliographiccitationinfo:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Assessment & Evaluation in Higher Education&rft.volume=43&rft.spage=1302&rft.date=2018
dc.identifier.jtitleAssessment & Evaluation in Higher Education
dc.identifier.volume43
dc.identifier.issue8
dc.identifier.startpage1302
dc.identifier.endpage1314
dc.identifier.doihttp://dx.doi.org/10.1080/02602938.2018.1463353
dc.identifier.urnURN:NBN:no-72399
dc.type.documentTidsskriftartikkelen_US
dc.type.peerreviewedPeer reviewed
dc.source.issn0260-2938
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/69250/2/Esterhazy%2B%25282018%2529%2B-%2BWhat%2Bmatters%2Bfor%2Bproductive%2Bfeedback.pdf
dc.type.versionAcceptedVersion


Files in this item

Appears in the following Collection

Hide metadata