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Author(s) -
Weedon Elisabet
Publication year - 2000
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/1467-8535.00150
Subject(s) - facilitator , repertory grid , tutor , psychology , perception , schema (genetic algorithms) , mathematics education , pedagogy , social psychology , computer science , neuroscience , machine learning
Two studies were carried out which investigated students' perceptions of, and reactions to, a tutor's comments on written assignments. The method used was based on the Kelly Construct Repertory Grid technique and is referred to as the Kelly Analysis. Study 1 involved the use of a facilitator who helped the students in carrying out the Kelly Analysis. Study 1 demonstrated that this technique was effective in eliciting both the students' and the tutor's perceptions of the comments, and that an examination of matches and mismatches between the two could be carried out. Study 2 focused on the development of a self‐administered Kelly Analysis to remove the need for a facilitator. Students had few problems in using the self‐administered Kelly Analysis and, again, an examination of matches and mismatches in perception of comments was feasible and useful. The potential value of open‐ended questions in exploring students' perceptions was also investigated. It is suggested that the Kelly Analysis coupled with the use of open‐ended questions could provide a valuable tool to tutors and students who wish to explore understanding of comments, and one that might aid in creating more reflective practitioners and students. Two relevant theoretical perspectives are also outlined: schema theory within cognitive psychology, and social constructivist theory especially the role of scaffolding learning.