School of Education

School of Education


Feedback issues in undergraduate education - insights into how students construct and utilise peer feedback.

Date: July, 26, 2017 09:26 Age: 144 days

Presenter: Mr. Krishneel Reddy, PhD candidate. Higher Education Development Centre, University of Otago, New Zealand.


This presentation provides an account of how dialogic feedback operates and influences student leaning in a curriculum specifically designed to support this. Feedback plays an important part in learning but it is typically experienced as `monologic' or one-way process from teacher to learner. It has been suggested that to improve on this, students should be engaged in dialogue with teachers, aimed at an interactive exchange of ideas. However, this dialogic feedback concept lacks clarity and its claims are largely untested. The study examines dialogic feedback in the context of a curriculum in which students are trained as both researchers and peer reviewers. In the case examined, each peer review of student work is followed by a rebuttal response. This sequence enables a dialogue to be established. Data from interview and textual analysis revealed that students approached dialogic feedback as a form of inquiry. This inquiry process enhanced students learning experiences, knowledge and skins transfer. Peers provided a range of feedback types that were similar in content and structure to experienced lecturers. Review responses from both groups resulted in significant revisions and higher quality work Because dialogic feedback mirrored the research training that students were simultaneously experiencing, they were steeped in a culture of inquiry. In this context, giving and accepting feedback and then responding through a rebuttal provides a curriculum model for teachers and a contribution to theory

Date: Wednesday 26 July 2017

Time: 1-2pm

Venue: H401, Top floor FALE Building

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