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Facilitating students’ proactive recipience of feedback with feedback portfolios

Balloo, Kieran and Vashakidze, Aka (2020) Facilitating students’ proactive recipience of feedback with feedback portfolios In: Enhancing student-centred teaching in higher education: The landscape of student-staff research partnerships. Palgrave Macmillan. ISBN 978-3-030-35395-7

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Abstract

Feedback is most effective when students are active participants in the feedback process. However, students may need to be supported to become proactive recipients of feedback. This chapter discusses how feedback portfolios are potentially useful interventions that may facilitate students’ recipience skills of self-appraisal, goal-setting and self-regulation, and engagement and motivation. After reviewing the ways in which feedback portfolios appear to target recipience processes, we present a qualitative case study of students’ perceptions of a VLE-embedded feedback e-portfolio to understand more about the ways in which portfolios actually facilitate recipience skills, and whether any barriers are experienced by students. We also reflect on our student-staff partnership approach, particularly in relation to how this benefitted our case study data collection.

Item Type: Book Section
Divisions : Department of Higher Education
Authors :
NameEmailORCID
Balloo, Kierank.balloo@surrey.ac.uk
Vashakidze, Aka
Editors :
NameEmailORCID
Gravett, K.K.Gravett@surrey.ac.uk
Yakovchuk, N.N.Yakovchuk@surrey.ac.uk
Kinchin, I. M.i.kinchin@surrey.ac.uk
Date : 7 March 2020
DOI : 10.1007/978-3-030-35396-4_16
Copyright Disclaimer : Copyright 2020 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG
Related URLs :
Additional Information : This book explores student-staff partnerships through a breadth of co-authored research projects. There is a significant gap in current literature regarding student-staff partnerships, both in the sharing of examples as well as in the examination of partnership working and its impact. Organised into four thematic sections, the editors and contributors highlight the diversity of routes students and staff can take to work in partnership, as well as how research, learning and teaching can be co-created. Written by both university staff and student researchers, the chapters consider the benefits of student-staff partnerships as an antidote to consumerist visions of higher education, and a way of celebrating the potential of students and their voices. This book will be of interest and value to scholars of student-staff partnerships.
Depositing User : Diane Maxfield
Date Deposited : 19 Dec 2019 10:33
Last Modified : 19 Dec 2019 10:33
URI: http://epubs.surrey.ac.uk/id/eprint/853274

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