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dc.contributor.authorYoon, Caroline
dc.date.accessioned2020-07-08T23:53:49Z
dc.date.accessioned2020-07-09T04:30:20Z-
dc.date.available2020-07-08T23:53:49Z
dc.date.available2020-07-09T04:30:20Z-
dc.date.issued2020-06
dc.identifier.citationYoon, C. (2020). On the Weakness of Feedback in Education. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2317-2320). Nashville, Tennessee: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2020.2317
dc.identifier.urihttps://repository.isls.org//handle/1/6542-
dc.description.abstractI critique the dominant use of the term feedback to describe the act of giving and receiving critical appraisals in education. A comparison of the historical meaning of feedback in systems theory with definitions of educational feedback reveals that the term can reduce or even remove the role of the teacher from the critiquing encounter, in favor of viewing the learner as autonomous and self-regulated. I present an alternative view of the giving and receiving of critical appraisals that draws on Biesta’s (2016) description of the ‘weakness’ of education to emphasize feedback as a human encounter.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.subjectTeaching and Teacher Learningen_US
dc.titleOn the Weakness of Feedback in Educationen_US
dc.typeShort Paperen_US
Appears in Collections:ICLS 2020

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