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Navigating the Pedagogical, Relational and Moral economies of assessment: an Analysis of the Development of Student Teachers’ understandings of Feedback

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: 2021 TEAN Conference, online. (Submitted)

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Navigating the Pedagogical, Relational and Moral economies TEAN 2020 RAY.pptx - Accepted Version


Feedback is often viewed as the aspect of assessment most likely to increase learning, but this potential value is not always fulfilled in practice. This may be because understanding of feedback has become unclear. The literature (particularly policy literature) tends to position conceptions of feedback in dualistic and opposed terms, for example, teacher-centric versus learner-centric. However, it is a central premise of this research study that feedback cannot be understood in binary terms; feedback is complex with differing nuanced conceptions. Furthermore, in opposition to models that present feedback as static, 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. Their dual role as both feedback donor and recipient makes them a particularly interesting group to study in terms of how their conceptions of feedback are formed. Using a broadly phenomenographic approach, the research study presented tracked eight primary ITE students over three years to understand i) conceptions of feedback as a learner, ii) conceptions of feedback as a teacher and iii) the relationships between developing understanding of feedback as a student and a teacher. Analysis made use of three economies (relational, pedagogical and moral) enabling meaning to be attributed to the variation of experiences and understanding between participants. Several themes were identified in the research including the significance of dialogue / relationships within feedback and the influence of performativity.
Two particular participants will be focused on within the presentation to explore not only student teacher understandings of feedback but also how this understanding develops over a period of study and the key influences on these changes. The research will raise broad implications for practice, not just in ITE, but also for Higher Education.

Ball, S.J. (2003) The teacher's soul and the terrors of performativity. Journal of Education Policy, 18 (2), pp.215-228.
Black, P. and Wiliam, D. (1998) Inside the Black Box: Raising Standards through Classroom Assessment. London, Granada Learning.
Boud, D. and Molloy, E. (2012) Feedback in Higher and Professional Education: Understanding it and Doing it Well. London; New York, Routledge.
Brown, G.T., Peterson, E.R. and Yao, E.S. (2016) Student conceptions of feedback: Impact on self‐regulation, self‐efficacy, and academic achievement. British Journal of Educational Psychology, 86 (4), pp.606-629.
Carless, D., Salter, D., Yang, M. and Lam, J. (2011) Developing sustainable feedback practices. Studies in Higher Education, 36 (4), pp.395-407.

Item Type: Conference or Workshop Item (Paper)
Status: Submitted
Subjects: L Education > L Education (General)
School/Department: School of Education, Language and Psychology
URI: http://ray.yorksj.ac.uk/id/eprint/5422

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