How well am I doing? Using a corpus-based analysis to investigate tutor and institutional messages in comment sheets

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Dept of English and Applied Linguistics

Document Type

Article

Source Title

Assessment and Evaluation in Higher Education

Volume

28

Issue

5

First Page

515

Last Page

526

Publication Date

12-1-2003

Abstract

Current Quality Assurance Agency for Higher Education guidelines highlight the necessity for institutional assessment to be clear and transparent. Whilst institutions spend much energy on making sure that criteria on which they assess work are published and clear, much of the feedback to students on different courses is discursive in nature and consists of both formative and summative assessment. Students also receive information about grades and criteria from a variety of institutional documents. This paper uses a concordance of feedback sheets to investigate the way that tutors use institutional discourse in written feedback sheets on a part-time MA(Ed) and the functions performed by the written feedback. The paper finds a high degree of congruence between the institutional and tutor corpora. Both corpora place considerable emphasis on academic conventions, yet this is not reflected in the criteria used for assessment. © 2003 Taylor & Francis Ltd.

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Digitial Object Identifier (DOI)

10.1080/02602930301681

Disciplines

Educational Assessment, Evaluation, and Research | Language and Literacy Education

Keywords

Educational tests and measurements; Feedback (Psychology); Learning, Psychology of

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