Using email for formative assessment with professional doctorate students

Crossouard, Barbara and Pryor, John (2009) Using email for formative assessment with professional doctorate students. Assessment and Evaluation in Higher Education, 34 (4). pp. 377-388. ISSN 0260-2938

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Abstract

This 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.

Item Type: Article
Keywords: formative assessment, doctoral learning, doctoral supervision, professional doctorate, blended learning
Schools and Departments: School of Education and Social Work > Education
Related URLs:
Depositing User: Barbara Crossouard
Date Deposited: 06 Feb 2012 18:42
Last Modified: 31 Jul 2012 09:26
URI: http://sro.sussex.ac.uk/id/eprint/17851
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