Student teacher assessment feedback preferences: The influence of cognitive styles and gender

Carol Evans*, Michael Waring

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

21 Citations (Scopus)

Abstract

The enhancement of assessment feedback is an international concern. This study is unique in its exploration of the nature of the relationship between student teachers' assessment feedback preferences, cognitive styles and gender, with a view to informing the development of assessment feedback practices and course design within initial teacher education (ITE) contexts. The cognitive styles and assessment feedback preferences of 108 initial teacher education student teachers (41 males; 67 females) were identified. Similarities as well as differences in assessment feedback preferences between males and females were evident, along with interaction effects between cognitive styles and gender. The use of an explicit framework in the form of a Personal Learning Styles Pedagogy is offered as a way of enhancing ITE course design and assessment feedback provision.

Original languageEnglish
Pages (from-to)271-280
Number of pages10
JournalLearning and Individual Differences
Volume21
Issue number3
DOIs
Publication statusPublished - 1 Jun 2011

Keywords

  • Assessment feedback
  • Cognitive styles
  • Gender
  • Initial teacher education
  • Personal Learning Styles Pedagogy

ASJC Scopus subject areas

  • Social Psychology
  • Education
  • Developmental and Educational Psychology

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