Interface between feedback, assessment and distance learning written assignments

Author(s)

Publication date

2019-02

Series/Report no

Research Papers in Language Teaching and Learning;Volume 10, Issue 1, 2019

Publisher

Hellenic Open University, School of Humanities

Document type

Abstract

Effective feedback is regarded as one of the cornerstones of students’ development and progress (Ferris, 2008; Granville & Dison, 2009; Li, 2007). However, several areas of contention among instructors and students still exist, especially in improving academic writing skills, e.g. nature of effective feedback, students’ motivation in responding to instructors’ feedback, and so on. Within TESOL, M.Ed. programmes and distance education, this is even more challenging, as feedback is provided to non-native language users with time and interaction constraints. Therefore, feedback needs to be informative, accurate and effective and take into consideration the identities and needs of the student writers, who are themselves teachers and feedback providers. In this article, I discuss the link between feedback and assessment With particular reference to distance learning written assignments. More specifically, my discussion will be based on the following questions: • What is the relationship between assessment and feedback? • What are the most recent models/ways of thinking about feedback in assessment? • What kind of assessment is used especially in distance learning academic contexts and how can feedback best respond to its role as part of the assessment process? • What does the literature tell us about feedback on and assessment of writing in the Distance Learning academic context? • What are the lessons learnt in terms of pedagogy? What are the implications of research and discussions in the area of feedback as part of assessment so far, with particular reference to distance learning written assignments? I hope that the paper can shed some light on the seriously under-researched topic of feedback on written assignments in TESOL contexts.

Keywords

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publishedVersion

Permanent URL (for citation purposes)

  • https://hdl.handle.net/10642/6787