Assessment criteria and formative feedback: teachers’ perspectives

Authors

  • Verónica Yáñez Monje Universidad de Concepción

DOI:

https://doi.org/10.37467/revhuman.v11.3875

Keywords:

Criteria, Quality, Learning, Negotiation, Autonomy, Feedback, Teachers

Abstract

This work examines the different teachers’ perspectives when externalising assessment criteria. A number of findings from a doctoral research are exposed. These address, on the one hand, an analytical methodology that seeks clarity and transparency while communicating criteria, and also by decomposing the learning goal into small sequences, conveying an atomized idea of what knowledge is. On the other hand, it explores a more holistic standpoint that foregrounds in the interrelationship amongst assessment criteria by allowing the understanding of the task as a whole. Moreover, the influence of both approaches with regards to feedback and formative assessment is analysed.

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Yáñez - Monje, V. (2017). Exploring Teachers’ Interpretations of Feedback in Primary Literacy Classroom Settings (Doctoral’s thesis, King’s College London, England). Retrieved from https://kclpure.kcl.ac.uk/portal/en/persons/veronica-yanezmonje(9432e582-108b-489e-9db7-

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Published

2022-12-05

How to Cite

Yáñez Monje, V. . (2022). Assessment criteria and formative feedback: teachers’ perspectives. HUMAN REVIEW. International Humanities Review / Revista Internacional De Humanidades, 11(5), 1–16. https://doi.org/10.37467/revhuman.v11.3875

Issue

Vol. 11 No. 5 (2022): Monograph: "Communicating Current Teaching Approaches"

Section

Research Articles (Special Issue)

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