Book chapter
Facilitating Students’ Proactive Recipience of Feedback with Feedback Portfolios
Enhancing Student-Centred Teaching in Higher Education: The Landscape of Student-Staff Research Partnerships, pp.255-272
Palgrave Macmillan
23/01/2020
Metrics
20 Record Views
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.
Details
- Title
- Facilitating Students’ Proactive Recipience of Feedback with Feedback Portfolios
- Creators
- Kieran Balloo - University of SurreyAka Vashakidze - University of Surrey
- Contributors
- Karen Gravett (Editor) - University of SurreyNadya Yakovchuk (Editor) - University of SurreyIan M. Kinchin (Editor) - University of Surrey
- Publication Details
- Enhancing Student-Centred Teaching in Higher Education: The Landscape of Student-Staff Research Partnerships, pp.255-272
- Publisher
- Palgrave Macmillan; Cham
- Number of pages
- 18
- Identifiers
- 991013273208102368
- Copyright
- © 2020 The Author(s)
- Academic Unit
- SCU College
- Language
- English
- Resource Type
- Book chapter
- Local Fields
- Original Research - SoLT