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Operationalising Dialogic Feedback to Develop Students’ Evaluative Judgement and Enactment of Feedback.

Pitt, Edd (2019) Operationalising Dialogic Feedback to Develop Students’ Evaluative Judgement and Enactment of Feedback. In: Henderson, Michael and Ajjawi, Rola and Boud, David and Molloy, Elizabeth, eds. The Impact of Feedback in Higher Education:Improving Assessment Outcomes for Learners. Palgrave Macmillan, pp. 129-146. ISBN 978-3-030-25111-6. (doi:10.1007/978-3-030-25112-3) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

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Official URL
https://doi.org/10.1007/978-3-030-25112-3_8

Abstract

This chapter explores how UK based film, comedy, drama and music performance lecturers demonstrate the possibilities of differing educational practices that pursue, through dialogic interactions, the development of students’ evaluative judgement. It discusses the classroom culture that lecturers create and the learning potential of feedback dialogue which affords students the opportunity to learn from their mistakes in formative situations. The dialogic interactions surrounding professional exemplars and live exemplars of students’ work in progress are discussed. In particular, the pedagogical initiatives of comedy buddies, script writers’ forum and speed dating feedback are introduced as ways of practically embedding dialogic peer feedback to potentially develop students’ evaluative judgement and feedback enactment. Conclusively, it considers how we might measure the potential impact of such educational approaches overtime.

Item Type: Book section
DOI/Identification number: 10.1007/978-3-030-25112-3
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Faculties > University wide - Teaching/Research Groups > Centre for the Study of Higher Education
Depositing User: Edd Pitt
Date Deposited: 30 Oct 2019 15:43 UTC
Last Modified: 31 Oct 2019 12:04 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/78088 (The current URI for this page, for reference purposes)
Pitt, Edd: https://orcid.org/0000-0002-7475-0299
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