Educational Orientation and Upward Influence: An Examination of Students' Conversations about Disappointing Grades

Wright, Courtney N.

doi:10.1080/03634523.2012.671949

Cited by 13 publications

(8 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These accounts were selected on the basis of being particularly interesting with respect to the contextual resources that participants drew on in their efforts to realign their interaction. We had previously found that discussing a disappointing grade in face-toface interaction was not an easy task for participants in this grade conference (see Study 1), and the closer analysis in this second study confirmed that student and teacher needed to negotiate different accountabilities as they engaged in this task (see Sabee and Wilson, 2005;Wright, 2012 for other studies of disappointing grade interaction). While participants initially established the conversational roles and responsibilities associated with the grading conference with apparent ease, their disparate assessments of the student written report became apparent rather swiftly, and both student and teacher were faced with having to collaborate on maintaining the activity while at the same time disagreeing profoundly on a key issue.…”

Section: Ethical Considerationssupporting

confidence: 70%

The Swedish grade conference: A dialogical study of face-to-face delivery of summative assessment in higher education

Meyer-Beining

Vigmo

Mäkitalo

2018

Learning, Culture and Social Interaction

View full text Add to dashboard Cite

Title:Assessing writers, assessing writing -a dialogical study of grade delivery in Swedish higher education Author:Janna Meyer-Beining Language: English with a Swedish summary ISBN:978-91-7346-510-6 (print) ISBN:978-91-7346-511-3 (pdf) Assessment feedback has been discussed as an important resource for providing students with a sense of their current performance relative to institutional expectations and with the information needed to close apparent gaps. Pointing out that this involves complex sensemaking processes, recent research has stressed the need to change the nature of assessment feedback from teacher telling to student/teacher/peer dialogues. However, there is still very little empirical research that has explored the sense-making processes that become evident in such feedback dialogues in situ. This dissertation approaches assessment feedback as a unique type of communication and illuminates the issues that become relevant as participants make sense of an assignment and its institutional assessment in the context of face-to-face grade delivery in Swedish higher education. The empirical focus is on the grade conference, a specific type of assessment activity that here involved a student and his or her former supervisor. The analytical work of this dissertation is based on a corpus of ten video-and audio-recorded grade conferences from a graduate module on environmental sustainability assessment where grade delivery was connected to a student-written scientific report. In three separate studies, these recordings were approached from sociocultural and dialogical perspectives, with a particular focus on the ways in which feedback communication was situated in different streams of sociocultural activity and achieved in instances of coordinated communicative action.The findings suggest that assessment feedback, as a type of communication, involves complex forms of sense-making on two interconnected planes: in the first place, participants in the ten grade conferences made sense of their communicative roles and responsibilities in the current feedback activity. Here, teachers were found to take on a particularly pivotal role, providing guidance for student participation in each meeting. Secondly, participants also made sense of the situated meaning of the performance grade that was being delivered and on the written report on which it was based. This involved intricate negotiations of accountabilities -as student, author, assessor and supervisor -that suggest that this type of assessment feedback provides room for broader, disciplinary, discussions of what it means to be a writer, a student and a supervisor in (Swedish) higher education. These findings give

show abstract

Section: Ethical Considerationssupporting

confidence: 70%

The Swedish grade conference: A dialogical study of face-to-face delivery of summative assessment in higher education

Meyer-Beining

Vigmo

Mäkitalo

2018

Learning, Culture and Social Interaction

View full text Add to dashboard Cite

show abstract

“…First, the LOGO-II scale produced lower internal reliability estimates than desired, even though these estimates are consistent with recent communication research (e.g., Williams & Frymier, 2007;Wright, 2012) and with research on the psychometric properties of the measure (e.g., Jacobs, 1992). Researchers may consider improving upon the measurement of students' LO=GO as published reliability estimates have been consistently in the .60 to .70 range that may deflate effect sizes or produce nonsignificant findings.…”

Section: Discussionmentioning

confidence: 66%

“…Sample GO items include: ''I dislike courses in which a lot of material is presented in class, or in readings, that does not appear on the exam,'' and ''I do not find studying at home to be interesting or pleasant.'' Previous reliability coefficients of .75 and .68 have been reported for the LO and GO subscales (Wright, 2012). In this study, the obtained Cronbach alpha was .68 (M ¼ 46.55, SD ¼ 6.70) for the LO subscale and .65 (M ¼ 50.64, SD ¼ 7.06) for the GO subscale.…”

Section: Procedures and Measurementmentioning

confidence: 72%

“…For instance, Williams and Frymier revealed that LO students communicate with their instructors for relational reasons ''as a means to personal growth and intellectual development' ' (2007, p. 254). Furthermore, Wright (2012) discovered that LO students prefer open communication when having persuasive conversations with their instructors about disappointing grades. The LO student's tendency to approach the instructor directly may be indicative of respect and a desire to maintain a healthy relationship with the instructor characterized by valued learning experiences, rather than a desire to complain to outside audiences or to spread negative publicity.…”

Section: Discussionmentioning

confidence: 98%

“…For instance, students with LO communicate more with their instructors outside of the classroom to build personal relationships, whereas students with a GO communicate more by making up excuses for their inadequate work and engaging in more sycophantic communication (Williams & Frymier, 2007). Other research suggests that student expectations of their instructor's teaching behavior are influenced by their LO=GO (Frymier & Weser, 2001) and so are students' persuasive attempts with instructors (Wright, 2012).…”

Section: Learning=grade Orientationsmentioning

confidence: 94%

See 2 more Smart Citations

Instructional Dissent as an Expression of Students' Academic Orientations and Beliefs about Education

Goodboy

Frisby

2013

Communication Studies

View full text Add to dashboard Cite

Influence in the Classroom

Wright¹

2015

The International Encyclopedia of Interpersonal Communication

View full text Add to dashboard Cite

Research examining influence in the classroom seeks to understand how instructor–student interpersonal power dynamics manifest in communication and the strategies employed to obtain compliance and/or resist complying with another's influence attempts. Enhanced understanding of interpersonal power dynamics may provide the basis for improving student educational experiences and the quality of the student–instructor relationship. The research literature examining influence in the classroom primarily focuses on instructor power and influence, and student resistance; however, student influence in the classroom is receiving increased attention.

show abstract

Educational Orientation and Upward Influence: An Examination of Students' Conversations about Disappointing Grades

Cited by 13 publications

References 26 publications

The Swedish grade conference: A dialogical study of face-to-face delivery of summative assessment in higher education

The Swedish grade conference: A dialogical study of face-to-face delivery of summative assessment in higher education

Instructional Dissent as an Expression of Students' Academic Orientations and Beliefs about Education

Influence in the Classroom

Contact Info

Product

Resources

About