Abstract
This chapter explores how UK-based film, comedy, drama and music performance lecturers demonstrate the possibilities of differing educational practices that pursue, through dialogic interactions, the development of students’ evaluative judgement. It discusses the classroom culture that lecturers create and the learning potential of feedback dialogue which affords students the opportunity to learn from their mistakes in formative situations. The dialogic interactions surrounding professional exemplars and live exemplars of students’ work in progress are discussed. In particular, the pedagogical initiatives of comedy buddies, script writers’ forum and speed dating feedback are introduced as ways of practically embedding dialogic peer feedback to potentially develop students’ evaluative judgement and feedback enactment. In conclusion, it considers how we might measure the potential impact of such educational approaches over time.
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Pitt, E. (2019). Operationalising Dialogic Feedback to Develop Students’ Evaluative Judgement and Enactment of Feedback. In: Henderson, M., Ajjawi, R., Boud, D., Molloy, E. (eds) The Impact of Feedback in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-25112-3_8
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