University tutors’ beliefs about and practices in assessing undergraduates’ writing - A New Zealand case study
type: CreativeWork
description: Although teacher cognition has been explored widely, university tutor cognition of professional activities, such as evaluating and giving written feedback on students’ written work, has rarely been explored. Very few studies on teacher cognition of giving feedback have included data of real practice collected by think-aloud, observation, and stimulated recall. Traditional teacher cognition studies mainly focus on individual teachers’ beliefs and practices without in-depth study on how individual cognition evolves through and interacts with its social context in which individual teachers participate. It is the research space above that this thesis seeks to occupy, through an in-depth case study of the beliefs and practices of sixteen New Zealand university tutors who were employed in one of the university’s faculties to provide feedback on undergraduates’ assignments. In addition to exploring the beliefs and practices of this specific group of tutors, and the factors that influence these, the study aims to contribute to both the theoretical and methodological construction of teacher cognition studies by employing a holistic socio-cultural frame work based on Vygotsky’ s key notions of cognition, distributed cognition, and an activity theory approach. Data were collected chronologically across an academic year by five methods: preliminary survey for bio-data of participants and their general attitudes to giving feedback across the faculty, individual interviews for beliefs on giving feedback, think-aloud sessions on the actual practice of giving feedback, stimulated recall discussions as reflection in action, and focus group discussion as a means of collective reflection of various factors underlying their beliefs and practices. Data were firstly transcribed, stored, and open coded by NVivo8 for preliminary analysis and then analysed manually for deeper understanding of themes. Constant comparisons were made through the whole process of data analysis between data from…
abstract: Although teacher cognition has been explored widely, university tutor cognition of professional activities, such as evaluating and giving written feedback on students’ written work, has rarely been explored. Very few studies on teacher cognition of giving feedback have included data of real practice collected by think-aloud, observation, and stimulated recall. Traditional teacher cognition studies mainly focus on individual teachers’ beliefs and practices without in-depth study on how individual cognition evolves through and interacts with its social context in which individual teachers participate. It is the research space above that this thesis seeks to occupy, through an in-depth case study of the beliefs and practices of sixteen New Zealand university tutors who were employed in one of the university’s faculties to provide feedback on undergraduates’ assignments. In addition to exploring the beliefs and practices of this specific group of tutors, and the factors that influence these, the study aims to contribute to both the theoretical and methodological construction of teacher cognition studies by employing a holistic socio-cultural frame work based on Vygotsky’ s key notions of cognition, distributed cognition, and an activity theory approach. Data were collected chronologically across an academic year by five methods: preliminary survey for bio-data of participants and their general attitudes to giving feedback across the faculty, individual interviews for beliefs on giving feedback, think-aloud sessions on the actual practice of giving feedback, stimulated recall discussions as reflection in action, and focus group discussion as a means of collective reflection of various factors underlying their beliefs and practices. Data were firstly transcribed, stored, and open coded by NVivo8 for preliminary analysis and then analysed manually for deeper understanding of themes. Constant comparisons were made through the whole process of data analysis between data from…
author: Li, Jinrui
keywords: assessment feedback, cognition, activity theory, tutor, writing
license: https://researchcommons.waikato.ac.nz/bitstreams/3a2e3458-e88f-467f-9a56-333f003dcdb0/download
date published: 2012
date modified: 2026-07-24T05:57:33Z
provider: University Waikato
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Waikato