Feedback on individual academic presentations: exploring Finnish university students’ experiences and preferences
Karoly, A. (2015). Feedback on individual academic presentations: exploring Finnish university students’ experiences and preferences. In J. Jalkanen, E. Jokinen, & P. Taalas (Eds.), Voices of pedagogical development : expanding, enhancing and exploring higher education language learning (pp. 105-130). Research-publishing.net. https://doi.org/10.14705/rpnet.2015.000289
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2015Copyright
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With an increasing emphasis on measuring the outcomes of learning
in higher education, assessment is gaining an ever more prominent
role in curriculum design and development as well as in instructional
practices. In formative assessment, feedback is regarded as a powerful
pedagogical tool driving student engagement and deep learning. The
efficacy of feedback, however, depends on a multitude of factors. From
a learning cultures perspective (James 2014), assessment strives for an
appropriate balance between structural constraints and individual agency.
To have a better grasp of how feedback functions in practice, it is useful to
investigate students’ views and preferences as well as the immediate and
wider contexts shaping these constructs. The small-scale research reported
in this article explores Finnish university students’ prior experiences
and initial preconceptions regarding feedback on individual academic
presentations with a view to enhancing feedback practices.
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Research-publishing.netParent publication ISBN
978-1-908416-25-4Is part of publication
Voices of pedagogical development : expanding, enhancing and exploring higher education language learningKeywords
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https://converis.jyu.fi/converis/portal/detail/Publication/24881172
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Except where otherwise noted, this item's license is described as © 2015 by Research-publishing.net (collective work). Authors. : All articles in this collection are published under the Attribution-NonCommercial -NoDerivatives 4.0
International (CC BY-NC-ND 4.0) licence. Under this licence, the contents are freely available online (as PDF
files) for anybody to read, download, copy, and redistribute provided that the author(s), editorial team, and
publisher are properly cited. Commercial use and derivative works are, however, not permitted.
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