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Article: ‘Only true friends could be cruelly honest’: Cognitive scaffolding and social-affective support in teacher feedback literacy
Title | ‘Only true friends could be cruelly honest’: Cognitive scaffolding and social-affective support in teacher feedback literacy |
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Authors | |
Keywords | cognitive scaffolding peer feedback social-affective support Teacher feedback literacy |
Issue Date | 2016 |
Publisher | Routledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02602938.asp |
Citation | Assessment & Evaluation in Higher Education, 2016, v. 42 n. 7, p. 1082-1094 How to Cite? |
Abstract | Feedback is an important but challenging aspect of higher education pedagogy. In addition to providing quality feedback, teachers are expected to develop students’ skills and awareness for effective feedback processes. This case study addresses both processes and products of a Chinese university English teacher’s feedback enabling practice by involving students in peer feedback on oral presentations. Data from classroom observations and interviews reveal various strategies of cognitive scaffolding and social-affective support in the teacher’s feedback enabling processes, as well as skill development of generating peer feedback and awareness enhancement in accepting critical feedback with a positive attitude. Our analysis revolves around generic and contextually grounded strategies in cognitive scaffolding and social-affective support, as well as how verbal peer feedback can be utilised as a productive solution to mitigate resource constraints. The paper concludes by highlighting the centrality of the ‘enabling construct’ of teacher feedback literacy and drawing implications for research, policy and practice. |
Persistent Identifier | http://hdl.handle.net/10722/242830 |
ISSN | 2023 Impact Factor: 4.1 2023 SCImago Journal Rankings: 2.738 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Xu, Y | - |
dc.contributor.author | Carless, DR | - |
dc.date.accessioned | 2017-08-25T02:45:56Z | - |
dc.date.available | 2017-08-25T02:45:56Z | - |
dc.date.issued | 2016 | - |
dc.identifier.citation | Assessment & Evaluation in Higher Education, 2016, v. 42 n. 7, p. 1082-1094 | - |
dc.identifier.issn | 0260-2938 | - |
dc.identifier.uri | http://hdl.handle.net/10722/242830 | - |
dc.description.abstract | Feedback is an important but challenging aspect of higher education pedagogy. In addition to providing quality feedback, teachers are expected to develop students’ skills and awareness for effective feedback processes. This case study addresses both processes and products of a Chinese university English teacher’s feedback enabling practice by involving students in peer feedback on oral presentations. Data from classroom observations and interviews reveal various strategies of cognitive scaffolding and social-affective support in the teacher’s feedback enabling processes, as well as skill development of generating peer feedback and awareness enhancement in accepting critical feedback with a positive attitude. Our analysis revolves around generic and contextually grounded strategies in cognitive scaffolding and social-affective support, as well as how verbal peer feedback can be utilised as a productive solution to mitigate resource constraints. The paper concludes by highlighting the centrality of the ‘enabling construct’ of teacher feedback literacy and drawing implications for research, policy and practice. | - |
dc.language | eng | - |
dc.publisher | Routledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02602938.asp | - |
dc.relation.ispartof | Assessment & Evaluation in Higher Education | - |
dc.rights | This is an Accepted Manuscript of an article published by Taylor & Francis Group in Assessment & Evaluation in Higher Education on 29 Aug 2016, available online at: http://www.tandfonline.com/doi/abs/10.1080/02602938.2016.1226759 | - |
dc.subject | cognitive scaffolding | - |
dc.subject | peer feedback | - |
dc.subject | social-affective support | - |
dc.subject | Teacher feedback literacy | - |
dc.title | ‘Only true friends could be cruelly honest’: Cognitive scaffolding and social-affective support in teacher feedback literacy | - |
dc.type | Article | - |
dc.identifier.email | Carless, DR: dcarless@hkucc.hku.hk | - |
dc.identifier.authority | Carless, DR=rp00889 | - |
dc.description.nature | postprint | - |
dc.identifier.doi | 10.1080/02602938.2016.1226759 | - |
dc.identifier.scopus | eid_2-s2.0-84984620268 | - |
dc.identifier.hkuros | 274427 | - |
dc.identifier.volume | 42 | - |
dc.identifier.issue | 7 | - |
dc.identifier.spage | 1082 | - |
dc.identifier.epage | 1094 | - |
dc.identifier.isi | WOS:000408778600006 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 0260-2938 | - |