Encouraging active participation in feedback through assessment as learning: A dialogic interaction between writer and reader.

Claire Louise Rodway

Abstract


Sustainable feedback practices that can feed forward require our students to be active participants in, and users of, the feedback we provide. Self-reflection and assessment are critical elements of this process. Existing practitioner research studies have exemplified the benefit of interactive cover sheets in facilitating dialogic collaborative feedback that encourages self-evaluation. This teaching article presents an extension to the use of such cover sheets to include student self-assessment and reflection in regards to specific marking criteria as part of an existing feedback process on a first year undergraduate course. In addition to encouraging self-evaluation and collaboration in the feedback cycle, observations from the practitioner research presented here also highlight how the use of this tool encouraged student writer awareness of the writer-reader relationship and the importance of this in their writing. 


Keywords


assessment as learning; self-evaluation; collaborative feedback; writer-reader relationship

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Co-Editors-in-Chief:

 

Grant Eckstein

Betsy Gilliland

(Brigham Young University)

(University of Hawai'i)

   
Editorial Board:Dana Ferris(University of California, Davis)
 John Bitchner(Auckland University of Technology)
 Norman Evans(Brigham Young University)
 Lynn Goldstein(Monterey Institute of International Studies)
 James Hartshorn(Brigham Young University)
 Fiona Hyland(The University of Hong Kong)
 Kendon Kurzer(University of California, Davis)
 Icy Lee(The Chinese University of Hong Kong)
 Karen Lunsford(University of California, Santa Barbara)