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Using email for formative assessment with professional doctorate students
journal contribution
posted on 2023-06-07, 21:02 authored by Barbara CrossouardBarbara Crossouard, John PryorThis article reports on aspects of a recent research and development project in doctoral education. It focuses on the use of email for tutor's formative assessment within the early stages of a Professional Doctorate in Education (EdD) in an English university. Its case study methodology included participant observation of the programme workshops, critical discourse analysis of the email texts, and two series of in-depth, semi-structured student interviews. The tutor whose feedback was analysed had previously researched and theorised formative assessment, so the research allowed his previous theoretical insights to be explored and developed in an early doctoral context. The article concludes by discussing the problematic power of feedback at this level, given the culturally constructed associations of feedback with summative assessment, and implications for supervisory practice.
History
Publication status
- Published
Journal
Assessment and Evaluation in Higher EducationISSN
0260-2938Publisher
RoutledgeExternal DOI
Issue
4Volume
34Page range
377-388Pages
12.0Department affiliated with
- Education Publications
Full text available
- No
Peer reviewed?
- Yes
Legacy Posted Date
2012-02-06Usage metrics
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