Reconnecting Teachers and Their Work. Mid-career Teachers Engaging in Qualification Based Practitioner Research

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aut.relation.endpage59
aut.relation.issue1en_NZ
aut.relation.journalPractitioner Research in Higher Educationen_NZ
aut.relation.startpage50
aut.relation.volume14en_NZ
aut.researcherMaurice-Takerei, Lisa
dc.contributor.authorMaurice-Takerei, Len_NZ
dc.date.accessioned2022-09-05T04:12:56Z
dc.date.available2022-09-05T04:12:56Z
dc.date.copyright2021en_NZ
dc.date.issued2021en_NZ
dc.description.abstractEncouraging all students to meaningfully engage with feedback on summative assessments is a vexing challenge for educators (Watling, 2016). Using formative feedback techniques as a formal part of a summative assessment allows for a guaranteed ‘feed forward’. Group crits in the form of students and staff viewing their own and others work in an auditorium, are commonly used in the field of Filmmaking for low stakes, formative assessment purposes only. Students often engage in analysis and evaluation of their work in order to hopefully feedforward into their summative assessments. This paper explores using the ‘group crit’ for their actual summative assessment instead of simply as a formative activity. The crit then becomes a vehicle that incorporates valuable staff and peer to peer feedback within the assessment process itself, thereby incorporating low stakes formative assessment, as part of high stakes summative. Using my own teaching of Screen Drama (fiction production involving actors) to first year students I reflect on my practice and conclude with recommendations for tutors to draw from. Key conclusions from this research include that more students engage effectively with this type of feedback and with greater feed forward when it takes place within the summative assessment process itself.
dc.identifier.citationPractitioner Research in Higher Education Journal, 13(2), pp. 50-59.
dc.identifier.issn1755-1382en_NZ
dc.identifier.urihttps://hdl.handle.net/10292/15421
dc.publisherUniversity of Cumbria
dc.relation.urihttps://ojs.cumbria.ac.uk/index.php/prhe/article/view/644
dc.rightsAuthors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication, with the work for one year after publication simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
dc.rights.accessrightsOpenAccessen_NZ
dc.subjectPractitioner research; Critical pedagogy
dc.titleReconnecting Teachers and Their Work. Mid-career Teachers Engaging in Qualification Based Practitioner Researchen_NZ
dc.typeJournal Article
pubs.elements-id475428
pubs.organisational-data/AUT
pubs.organisational-data/AUT/Faculty of Culture & Society
pubs.organisational-data/AUT/Faculty of Culture & Society/School of Education
pubs.organisational-data/AUT/Faculty of Culture & Society/School of Education/Teacher Education
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