How Well Am I Doing? Using a Corpus-based Analysis to Investigate Tutor and Institutional Messages in Comment Sheets

Randall, Mick; Mirador, Josephine

doi:10.1080/02602930301681

Cited by 15 publications

(15 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, some feedback practices seemed to be widespread in Anglophone academia, for example, the prevalence of written language in feedback. Findings are consistent with other studies that have identified written summative feedback as the predominant practice in academic contexts (Beaumont et al, 2011;Blair et al, 2014;Boud, 2007;Crisp, 2007;Gibbs and Simpson, 2004;Lillis, 2006 Randall andMirador, 2003;Sadler, 1989).…”

supporting

confidence: 90%

“…Hattie and Timperley, 2007;Hyland, 2009;McCune & Hounsell 2005;Orsmond & Merry, 2011;Poulos & Mahony, 2008;Prowse et al, 2007;Sadler, 2002Yorke, 2003. However, little evidence of student engagement with written summative feedback, the most common type found in this study, as well as limited evidence of the impact of this type of feedback on students' literacy practices, raise questions as to the effectiveness of written summative feedback, or feedout (Knight, 2002), which is also consistent with some of the literature (Beaumont et al, 2011;Blair et al,2014;Crisp, 2007;Randall and Mirador, 2003;Sadler, 1989).…”

supporting

confidence: 69%

“…Glover and Brown (2006) argue that statements of quality are characteristic of mark-loss focused feedback, 229 typically found in summative feedback, whose main purpose is to justify grades, as opposed to learning-focused feedback, which primarily serves as a tool for learning by providing explanations of what students have done wrong and ways to improve their work. Randall and Mirador (2003) also contend that summative feedback is characterised by single statements about the quality of students' work and cast doubt on the effect that these statements can have on students' future work.…”

Section: The Language Of Annotationsmentioning

confidence: 99%

See 2 more Smart Citations

Feedback in Masters Courses and the Development of International Students’ Academic Literacy

Solano¹,

Bernado²

View full text Add to dashboard Cite

Despite numerous studies on feedback and academic literacy, few have focused on the experience of international students on postgraduate taught courses, particularly in terms of how feedback contributes to the development of their literacy practices in UK universities. This study contributes to the discussion on what academic literacy is, and the role of tutor feedback in its development. The design includes surveys, semi-structured interviews, feedback samples and course documents, to explore the experiences of students and teaching staff in various disciplines in two British universities. The research reveals core elements of academic literacy and useful insights into their multiple interpretations, underlining how disciplinary variation, student and staff diversity can influence its conceptualisation and practice. Results point to the potential of dialogic feedback to develop academic literacy while also identifying other practices that contribute to its development. One key finding is that, besides the characteristics of feedback itself, personal and institutional factors such as length, structure and interdisciplinary nature of programmes can limit the role of feedback in academic literacy development. The research concludes that pedagogical practices such as assessment and feedback cannot be separated from either the individuals or the pedagogical spaces in which they occur, so their impact can be enhanced or constrained by such spaces and the people inhabiting them. Further research needs to explore the effect of specific personal and institutional factors on feedback practices and academic literacy development. Given the importance of feedback and evidence of student dissatisfaction revealed by the findings, institutions should implement systematic approaches to measure its effectiveness. A key recommendation is for institutions to encourage and maintain meaningful dialogue with students at different levels from programme design to course evaluation. There is also a need for tutors to adopt a more open and inclusive disposition to academic literacy, reducing their reliance on written assessment and being more accepting of international students' native literacy practices.

show abstract

supporting

confidence: 90%

supporting

confidence: 69%

Section: The Language Of Annotationsmentioning

confidence: 99%

See 1 more Smart Citation

Feedback in Masters Courses and the Development of International Students’ Academic Literacy

Solano¹,

Bernado²

View full text Add to dashboard Cite

show abstract

“…Generally, formative feedback is delivered to encourage students to improve their performance in the future. Randall and Mirador (2003) have shown that summative feedback is considered as a single comment about the quality of the students' work, while formative feedback is expected to provide a comment which is developmental in nature. According to Shute (2008), the main purpose of formative feedback is to enhance students' knowledge, understanding, and skills in some content area.…”

Section: Introductionmentioning

confidence: 99%

Feedback Effect on Secondary School Students Achievement in Mathematics

Batool

Akhter

2019

GSSR

View full text Add to dashboard Cite

This study provides the empirical support that how feedback support students to improve their achievement in mathematics. The sample of the study was 87 students of Mathematics in grades IX. There were 43 students in the control group and 44 students in the experiment group. Groups were matched on students’ results in Mathematics in grade 8 to ensure the equivalence of both groups. Furthermore, a pretest was also conducted to confirm equivalence. The researcher employed different techniques and strategies of feedback while teaching mathematics to the experiment group. At the end of the intervention, the participants of this study were posttested. The collected data was analyzed by SPSS 15 version. A comparison of pretest and posttest scores of control and experiment group has shown a significant effect of feedback on students’ achievement in mathematics. The average and the low ability learners of the experiment group outperformed the learners of the respective abilities in the control group.

show abstract

“…The issue of tutor beliefs in relation to how tutors see their roles in the feedback process, ultimately deserves some attention. Randall & Mirador (2003) suggested that feedback showed signs of being framed within an institutional discourse. If it is indeed institutionally framed, an analysis of tutor language can reveal disciplinary practices possibly aimed at sensitising or socialising MA in Education students to conventions being observed, inevitably providing insights into the discourse community of educational studies, and its commenting practices.…”

mentioning

confidence: 99%

Moves, Intentions and the Language of Feedback Commentaries in Education

Mirador

2014

Indonesian J. Appl. Linguist

Self Cite

View full text Add to dashboard Cite

This article discusses the results of an investigation into feedback commentaries provided by tutors to assignments of Masters in Education students in a pre-2002teaching and learning institution in the UK. The methodology adopted involved a qualitative discourse analysis of fifty feedback commentaries and made use of an inter-rating procedure involving three raters to identify tutor messages. The investigation revealed three groups of "moves" (tutor messages) in feedback. Additionally, the article argues that tutor messages can find theoretical anchor in Heron"s categories of counselling interventions, and that such categories can explain tutor intentions in feedback provision. The research concludes that the use of facilitative "moves" by tutors is a way for them to provide strong support to postgraduate students.

show abstract

How Well Am I Doing? Using a Corpus-based Analysis to Investigate Tutor and Institutional Messages in Comment Sheets

Cited by 15 publications

References 2 publications

Feedback in Masters Courses and the Development of International Students’ Academic Literacy

Feedback in Masters Courses and the Development of International Students’ Academic Literacy

Feedback Effect on Secondary School Students Achievement in Mathematics

Moves, Intentions and the Language of Feedback Commentaries in Education

Contact Info

Product

Resources

About