Abstract
Quality in feedback processes rests on students' engagement with them. A crucial question is therefore why students do not always engage. Scholars have defined engagement as a social practice pointing to the influence of context but without explaining the nature thereof. The article's purpose is to argue that existing approaches without a theory of the social cannot fully explain non-engagement and that a practice-theoretical approach can fill this gap. It introduces Steven Kemmis' practice ontology and demonstrates the analysis of a non-engagement practice. The article's contribution to research in engagement with feedback is a new ontology of practice and its methodological apparatus.
| Bidragets oversatte titel | At undersøge ikke-engagement med feedback på videregående uddannelser som en social praksis. |
|---|---|
| Originalsprog | Engelsk |
| Tidsskrift | Assessment & Evaluation in Higher Education |
| Vol/bind | 44 |
| Nummer | 4 |
| Sider (fra-til) | 623-635 |
| Antal sider | 13 |
| ISSN | 0260-2938 |
| DOI | |
| Status | Udgivet - 2019 |
Emneord
- Practice theory
- Feedback
- Engagement with feedback
- Stephen Kemmis
- Context