Despite the crucial role that students play in formative assessment practices, student perspectives on such practices are relatively under-researched. Through a qualitative analysis of 128 reflection notes written by student teachers of English, this article investigates the students' perceptions of formative feedback as part of portfolio assessment at two teacher education institutions in Norway. As such, it contributes to bridging the gap between research and practice. Students received peer and teacher feedback on assignments and wrote reflection notes during the semester. Findings show that students are positive towards teacher feedback and highlight the significance of teacher praise. Main objections raised against peer feedback concern the lack of constructive criticism. However, positive attitudes towards peer discussion groups suggest that they may be a more effective way of implementing peer assessment than formalised written peer commentary. Student reflections suggest that a failure to understand the task and the feedback is a possible hindrance to successfully revising assignments. Overall, students' positive attitudes towards the portfolio process, which includes multiple drafting, suggest that students in higher education would benefit from more opportunities to revise and resubmit their work, yet they need adequate practice in providing peer feedback, and interpreting and implementing feedback in general.

Syed (2020) We are invited to imagine: using a literary text to encourage cross-cultural dialogue about citizenship,

Researchers into Literature and Education from Norway, Pakistan and the United Kingdom used William Golding's Lord of the Flies to explore the potential of a literary text to encourage intercultural dialogue, employing an innovative teaching method, Google Circles, to provide a platform for asynchronous online discussion among three cohorts of students in higher education. The authors present here the ethical and moral responses to the novel. The authors' analysis of the data explores the students' thoughts about human nature and law and order, as well as responses made by the students to moral turning points in Golding's novel. The authors report that -although the novel provided a space for students from three national contexts to debate major existential questions using the affordances of the asynchronous digital platform -the students found it difficult to distinguish between the writer, the implied author and the narrative voice.

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A szakképzésre vonatkozó pályaorientáció és pályaválasztás a releváns tudományos diskurzus gyakran érintett témája. A szerző tanulmánya az elmúlt másfél évtized felvételi statisztikáit áttekintve egyértelmű következtetésként fogalmazza meg, hogy a tudományos megalapozottság gyakorlatba történő átültetése javarészt előttünk álló feladat. A szakközépiskolai és szakiskolai jelentőségvesztés arról árulkodik, hogy nagy feladatok várnak a pályaorientációs intézményrendszerre.Career orientation and career choice in terms of VET are frequent issues of the relevant scientific discourse. Surveying the admission statistics of the latest one and a half decades, the paper clearly draws the conclusion that transplanting scientific grounding into practice is a task mainly still in front of us. The loss in the importance of secondary technical and vocational schools suggests the fact that the institutional system of career orientation is facing great challenges.