Assessment of situated orality : The role of reflection and revision in appropriation and transformation of new knowledge

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Assessment of situated orality : The role of reflection and revision in appropriation and transformation of new knowledge

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Publication Article, peer reviewed scientific
Title Assessment of situated orality : The role of reflection and revision in appropriation and transformation of new knowledge
Author Olsson Jers, Cecilia ; Wärnsby, Anna
Date 2017
English abstract
In this study, we aim to investigate how students on a cross-disciplinary postgraduate course in research communication describe the formative peer feedback they have received on their oral presentations and what impact they report it has had on their performance. The study is based on a qualitative analysis of 36 transcribed video recordings from the course. Our findings show that the students, through their reflections and revisions, clearly demonstrate to have appropriated and, in some cases, also transformed the course content: they were able to select parts of the feedback relevant to their development and redefine some of the concepts to suit rhetorical situations. Surprisingly, feedback on deficits in student presentations resulted both in reflection and revision, while affirmatory feedback resulted, if at all, in reflection only. These results may help develop effective educational tools for assessment of oral performances in higher education.
DOI https://doi.org/10.1080/02602938.2017.1383356 (link to publisher's fulltext.)
Publisher Taylor and Francis
Host/Issue Assessment and Evaluation in Higher Education;
ISSN 0260-2938
Language eng (iso)
Subject situated orality
revision
formative feedback
research communication
rhetoric
Humanities/Social Sciences
Research Subject Categories::INTERDISCIPLINARY RESEARCH AREAS
Handle http://hdl.handle.net/2043/23617 Permalink to this page
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