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Meaning in constant flow: University teachers’ understanding of examination tasks
Linnaeus University, Faculty of Social Sciences, Department of pedagogy.ORCID iD: 0000-0002-0928-4308
2017 (English)In: Assessment & Evaluation in Higher Education, ISSN 0260-2938, E-ISSN 1469-297X, Vol. 42, no 2, 182-194 p.Article in journal (Refereed) Published
Abstract [en]

Effective feedback presupposes that students understand the task on which feedback is given. But what about the teachers formulating and assessing the task? Do they always understand it as intended? And if so, feedback on what? The purpose of this study is to examine how university teachers individually understand tasks distributed to students. Does interpretation differ if the teachers themselves try to solve the task, discuss the solution with other teachers, as well as trying to formulate better versions of the task? The theoretical framework rests upon a hermeneutic understanding of reality. There is thereby reason to doubt the possibility of information transfer and the understanding of feedback as a strict rational process. The empirical material is collected in connection with a development work and sections where the participants expressed uncertainty considering the interpretation of the task were transcribed. The empirical material shows that teachers interpret a task somewhat differently when examining it more carefully, on their own and together with other teachers. It also shows that the same teacher vacillate in his/her interpretation of a task when examined more thoroughly. Consequently feedback given to students also differs. The drift of meaning is probably quite minor, but still noteworthy.

Place, publisher, year, edition, pages
2017. Vol. 42, no 2, 182-194 p.
Keyword [en]
assessing, feedback, university teachers, higher education, examination task
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Pedagogics
Identifiers
URN: urn:nbn:se:lnu:diva-51492DOI: 10.1080/02602938.2015.1096900ISI: 000388690300002OAI: oai:DiVA.org:lnu-51492DiVA: diva2:915052
Available from: 2016-03-29 Created: 2016-03-29 Last updated: 2017-01-10Bibliographically approved

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Sellbjer, Stefan
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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf