A pedagogical alliance for trust,wellbeing and the identification of errors for learning and formative assessment |
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| Authors: | Jacqueline P Leighton María Clara Bustos Gómez |
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| Institution: | 1. Centre for Research in Applied Measurement and Evaluation (CRAME), Faculty of Education, Department of Educational Psychology, University of Alberta, Edmonton, Canada;2. Colegio Gimnasio, Los Pinares, Medellín, Colombia |
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| 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. |
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| Keywords: | Assessment theory pedagogical alliance learning environment Learning Errors and Formative Feedback (LEAFF) model socio-emotional variables in learning |
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