What students don't make of feedback in higher education: An illustrative study

Volume: 38, Pages: 83 - 94
Published: Mar 1, 2019
Abstract
null null This paper investigates the way a postgraduate student on an MA TESOL programme at a UK university constructed summative and formative messages from the written feedback she received on her first assignment, and the extent to which those messages corresponded with marker intentions. The study concludes that the participant was able to construct appropriate summative and formative messages with regard to aspects of her written...
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Title
What students don't make of feedback in higher education: An illustrative study
Published Date
Mar 1, 2019
Volume
38
Pages
83 - 94
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