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dc.contributor.authorTsagari, Dina
dc.date.accessioned2019-02-04T20:17:23Z
dc.date.accessioned2019-03-18T07:59:53Z
dc.date.available2019-02-04T20:17:23Z
dc.date.available2019-03-18T07:59:53Z
dc.date.issued2019-02
dc.identifier.citationTsagari D. Interface between feedback, assessment and distance learning written assignments. Research Papers in Language Teaching and Learning. 2019;10(1):72-99en
dc.identifier.issn1792-1244
dc.identifier.issn1792-1244
dc.identifier.urihttps://hdl.handle.net/10642/6787
dc.description.abstractEffective 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.en
dc.language.isoenen
dc.publisherHellenic Open University, School of Humanitiesen
dc.relation.ispartofseriesResearch Papers in Language Teaching and Learning;Volume 10, Issue 1, 2019
dc.rightsThis article is issued under the Creative Commons License Deed Attribution 3.0 Unported (CC BY 3.0)en
dc.rights.urihttps://creativecommons.org/licenses/by/3.0/
dc.subjectDistance educationen
dc.subjectEnglish teachingen
dc.subjectForeign language teachingen
dc.subjectFeedbacksen
dc.subjectWritingen
dc.subjectAssessmentsen
dc.titleInterface between feedback, assessment and distance learning written assignmentsen
dc.typeJournal articleen
dc.typePeer revieweden
dc.date.updated2019-02-04T20:17:23Z
dc.description.versionpublishedVersionen
dc.identifier.doihttps://rpltl.eap.gr/current-issue/volume-10-february-2019/184-interface-between-feedback-assessment-and-distance-learning-written-assignments-dina-tsagari
dc.identifier.cristin1665460
dc.source.journalResearch Papers in Language Teaching and Learning


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This	article is issued under the Creative Commons License Deed Attribution 3.0 Unported (CC BY 3.0)
Except where otherwise noted, this item's license is described as This article is issued under the Creative Commons License Deed Attribution 3.0 Unported (CC BY 3.0)