Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 (2021) Navigating the Pedagogical, Relational and Moral economies of assessment: an Analysis of the Development of Student Teachers’ understandings of Feedback. In: Talk about Teaching for Social Justice, 06/07/2021-08/07/2021, York St John, MS Teams Meeting. (Unpublished)

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Abstract

Feedback is often viewed as the aspect of assessment most likely to increase learning, but this potential value is not always fulfilled in practice; feedback is often ignored or unnoticed by the learner, despite the intentions of the feedback giver. Given the possible learning benefits, feedback can be viewed as aligning well to social justice so the actual reality is somewhat disappointing.
The difficulties with feedback may be related to how it is understood. The literature tends to position conceptions of feedback in dualistic terms, for example, teacher-centric versus learner-centric. However, it is a central premise of this presentation that feedback cannot be understood in binary terms; feedback is complex with differing nuanced conceptions that are not always rooted in pedagogy. Furthermore, this presentation suggests feedback is dynamic, changeable, personal and varied. The presentation will therefore posit that we need a multi-dimensional model of feedback where conceptions are capable of co-existing and changing.
Developing a more nuanced understanding of feedback is particularly crucial for the Initial Teacher Education (ITE) sector; these students not only receive feedback as learners but give feedback to their pupils. This presentation will report the findings of a three year project which tracked feedback understanding of primary ITE students. Analysis found that feedback was understood in three broad categories: relational, pedagogical and moral. The presentation will use participant interviews to illustrate how student teachers navigate these different and sometimes competing understandings of feedback during their programme and will support delegates in considering the feedback experiences and understandings of their own students.

Item Type:	Conference or Workshop Item (Paper)
Status:	Unpublished
Subjects:	L Education > L Education (General)
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/5409

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