• What lies beneath: exploring the deeper purposes of feedback on student writing through considering disciplinary knowledge and knowers

    Author(s):
    Sharita Bharuthram, Sherran Clarence (see profile) , Martina van Heerden
    Date:
    2016
    Subject(s):
    Educational tests and measurements, Education--Sociological aspects
    Item Type:
    Article
    Tag(s):
    English Studies, Law, Legitimation Code Theory, Feedback and assessment, Educational assessment, Sociology of education
    Permanent URL:
    http://dx.doi.org/10.17613/M62K78
    Abstract:
    Feedback plays an integral role in students’ learning and development, as it is often the only personal communication that students have with tutors or lecturers about their own work. Yet, in spite of its integral role in student learning there is disagreement between how students and tutors or lecturers perceive the pedagogic purpose of feedback. Central to this disagreement is the role that feedback has to play in ensuring that students produce the ‘right’ kinds of knowledge, and become the ‘right’ kinds of knowers within their disciplines. This paper argues that in order to find common ground between students and tutors or lecturers on what feedback is for, and how to both give and use it effectively, we need to conceptualise disciplinary knowledge and knowers anew. We offer, as a useful starting point, the Specialisation dimension of Legitimation Code Theory as both practical theory and methodological tool for exploring knowledge and knowers in English Studies and Law as two illustrative cases. The paper concludes that this analysis offers lecturers and tutors a fresh understanding of the disciplinary knowledge and knower structures they work within and, relatedly, a clearer view of the work their feedback needs to do within these.
    Metadata:
    xml
    Published as:
    Journal article     Show details
    Pub. DOI:
    http://dx.doi.org/10.1080/02602938.2016.1212985
    Publisher:
    Informa UK Limited
    Pub. Date:
    2016-7-27
    Journal:
    Assessment & Evaluation in Higher Education
    Page Range:
    1 - 11
    ISSN:
    0260-2938,1469-297X
    Status:
    Published
    Last Updated:
    7 years ago
    License:
    All Rights Reserved
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