Undergraduate students' perceptions of and responses to exemplar-based dialogic feedback.
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| Title: | Undergraduate students' perceptions of and responses to exemplar-based dialogic feedback. |
|---|---|
| Authors: | Tam, Angela Choi Fung1 angela.tam@cpce-polyu.edu.hk |
| Source: | Assessment & Evaluation in Higher Education. Mar2021, Vol. 46 Issue 2, p269-285. 17p. 2 Charts. |
| Subject Terms: | *Undergraduates, *Science students, Example, Dialogic theory (Communication), Chinese language |
| Abstract: | This study aims to explore undergraduates' perceptions of and responses to exemplar-based dialogic feedback. Forty-eight undergraduate teacher education students of Chinese language, science and social science participated. Semi-structured interviews, classroom observations and reflective journals were used to collect data. Students reported both benefits and challenges of exemplar-based discussion, which depends largely on the quality of the dialogic feedback. Three patterns of response were identified in the discussion: no response, moderate response and active response. Three factors influenced their responses: personal qualities, the availability of a supportive environment and teacher scaffolding. Reconceptualisation of feedback and pedagogical implications are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Assessment & Evaluation in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 148883141 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Undergraduate students' perceptions of and responses to exemplar-based dialogic feedback. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Tam%2C+Angela+Choi+Fung%22">Tam, Angela Choi Fung</searchLink><relatesTo>1</relatesTo><i> angela.tam@cpce-polyu.edu.hk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Assessment+%26+Evaluation+in+Higher+Education%22">Assessment & Evaluation in Higher Education</searchLink>. Mar2021, Vol. 46 Issue 2, p269-285. 17p. 2 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+students%22">Science students</searchLink><br /><searchLink fieldCode="DE" term="%22Example%22">Example</searchLink><br /><searchLink fieldCode="DE" term="%22Dialogic+theory+%28Communication%29%22">Dialogic theory (Communication)</searchLink><br /><searchLink fieldCode="DE" term="%22Chinese+language%22">Chinese language</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study aims to explore undergraduates' perceptions of and responses to exemplar-based dialogic feedback. Forty-eight undergraduate teacher education students of Chinese language, science and social science participated. Semi-structured interviews, classroom observations and reflective journals were used to collect data. Students reported both benefits and challenges of exemplar-based discussion, which depends largely on the quality of the dialogic feedback. Three patterns of response were identified in the discussion: no response, moderate response and active response. Three factors influenced their responses: personal qualities, the availability of a supportive environment and teacher scaffolding. Reconceptualisation of feedback and pedagogical implications are discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Assessment & Evaluation in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=148883141 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/02602938.2020.1772957 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 269 Subjects: – SubjectFull: Undergraduates Type: general – SubjectFull: Science students Type: general – SubjectFull: Example Type: general – SubjectFull: Dialogic theory (Communication) Type: general – SubjectFull: Chinese language Type: general Titles: – TitleFull: Undergraduate students' perceptions of and responses to exemplar-based dialogic feedback. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Tam, Angela Choi Fung IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 02602938 Numbering: – Type: volume Value: 46 – Type: issue Value: 2 Titles: – TitleFull: Assessment & Evaluation in Higher Education Type: main |
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