University of Surrey

Test tubes in the lab Research in the ATI Dance Research

“Feedback interpreters”: the role of Learning Development professionals in facilitating university students’ engagement with feedback

Gravett, Karen and Winstone, Naomi (2018) “Feedback interpreters”: the role of Learning Development professionals in facilitating university students’ engagement with feedback Teaching in Higher Education.

[img] Text
__homes.surrey.ac.uk_home_.System_Desktop_LD feedback recipience submission - latest revised vresion.docx - Accepted version Manuscript

Download (69kB)

Abstract

Understanding how students engage with assessment feedback is a key concern of higher education professionals. Research commonly represents the perspectives of students and academic staff, yet little consideration is given to the role of learning development staff, despite these individuals supporting students when interpreting and implementing feedback. We report the findings from interviews with learning developers working in a UK University, exploring their insights into the barriers students confront when engaging with feedback, and into the role of learning developers within the feedback landscape. This study suggests that, while many challenges exist for staff and students in the context of assessment feedback, learning development professionals are able to provide a meaningful source of guidance, in partnership with academic staff, and are able to promote students’ development through dialogic interactions. Hitherto these interactions have not been fully explored, yet they provide powerful insight into the hidden processes of feedback recipience.

Item Type: Article
Divisions : Department of Higher Education
Authors :
NameEmailORCID
Gravett, KarenK.Gravett@surrey.ac.uk
Winstone, NaomiN.Winstone@surrey.ac.uk
Date : 9 July 2018
DOI : 10.1080/13562517.2018.1498076
Copyright Disclaimer : This is an Accepted Manuscript of an article published by Taylor & Francis in Teaching in Higher Education on 9 July 2018, available online: http://www.tandfonline.com/10.1080/13562517.2018.1498076
Uncontrolled Keywords : assessment feedback; learning development; higher education; student engagement
Depositing User : Melanie Hughes
Date Deposited : 06 Jul 2018 09:13
Last Modified : 09 Jan 2020 02:08
URI: http://epubs.surrey.ac.uk/id/eprint/848664

Actions (login required)

View Item View Item

Downloads

Downloads per month over past year


Information about this web site

© The University of Surrey, Guildford, Surrey, GU2 7XH, United Kingdom.
+44 (0)1483 300800