Effective teacher education practice: the impact of written assessment feedback for distance learners
This study focuses on the 'assessing' aspect of tertiary teaching in a distance teacher education programme. It explores the perceptions of the role of written assessment feedback held by a cohort of students enrolled in The Open Polytechnic of New Zealand Diploma of Teaching (Early Childhood Education (a Level 7, distance teacher education programme using mixed delivery methods). The findings relate strategically and practically to other teacher education programmes—such as online programmes—by giving teacher educators a greater understanding of the nature and extent of written assessment feedback.
Teaching and Learning Research Initiative
Authors: Trish Murphy, Angela Edlin, Liz Everiss, Jenny McClew, Valerie Margrain, & Anne Meade, The Open Polytechnic of New Zealand