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A Pedagogical Alliance for Trust, Wellbeing and the Identification of Errors for Learning and Formative Assessment
- Source :
-
Educational Psychology . 2018 38(3):381-406. - Publication Year :
- 2018
-
Abstract
- Formative assessments and feedback are vital to enhancing learning outcomes but require that learners feel at ease identifying their errors, and receiving feedback from a trusted source--teachers. An experimental test of a new theoretical framework was conducted to cultivate a pedagogical alliance to enhance students' (a) trust in the teacher, (b) well-being in the learning environment and (c) identification of confusion and errors for the purpose of learning, assessment and feedback. A sample of 101 undergraduate students was randomly assigned to either an intervention (n = 51) or control (n = 50) condition in Elementary Statistics. Results indicated that a pedagogical alliance could be created to enhance student trust in the instructor, leading students to report greater well-being and a higher number of potential areas of confusion in their understanding of new content material relative to a control group. These results have implications for formative feedback, assessments, and by extension learning outcomes.
Details
- Language :
- English
- ISSN :
- 0144-3410
- Volume :
- 38
- Issue :
- 3
- Database :
- ERIC
- Journal :
- Educational Psychology
- Publication Type :
- Academic Journal
- Accession number :
- EJ1173134
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1080/01443410.2017.1390073